<p> The White-Black achievement gap still persists, leaving Black children far behind their White peers. Research shows that children who struggle during their early childhood years are more likely to be at risk for academic failure in their elementary and high school years. Educators and social scientists continue to grapple with creating schools that improve Black educational achievement. </p><p> This study is grounded in the premise that racial perception is intrinsically linked to school success. Racial preferences are explored through participant selection in the forced choice questionnaire. Racial perceptions are examined in this study by how children take in racial stimuli and their reactions in response to these stimuli.</p><p> Two themes emerged from the participant responses: physical attributes (or visual cues) and behavioral attributes. Generally, participants perceived the physical traits of the Black doll positively. In the past, the studies of racial perception indicated that Black children were rejecting the visual images (dolls, pictures, etc.) that indicated internalization of negative physical (visual) perceptions of Black images. Unlike these former studies, the participants in this study show positive perceptions of physical characteristics of Black images. The participants ascribed negative behavioral characteristics to the Black doll, especially those related to school. The fact that Black children are ascribing negative behavioral traits to the doll they most identify with should not be overlooked. The consistent assignment of negative behaviors to the Black doll by Black children is problematic because the children identify with the group which they believes regularly behaves undesirably. This presents a conflict in how Black children are developing their racial perceptions and the perceptions of school success that may incorporate into their developing racial identity structures.</p><p> This study has raised several issues for further research and also suggests a need for intervention during the early childhood years. The disconnect between the students identifying positively with physical characteristics of Blacks but assigning negative behavioral traits to Blacks is too great to ignore. Given that racial perceptions are tied to school success, interventions that develop positive racial identity outcomes are necessary in schools.</p>

<p> Many professionals became childcare directors with little or no experience, training, supervision skills, or knowledge that supported teachers. Without those necessary skills that assisted childcare directors in providing a supportive environment, there was a greater chance for teachers to leave their positions, affecting the quality of care provided. The purpose of this qualitative case study was to explore perceptions childcare directors had regarding the effectiveness of transformational leadership skills taught in Strengths-Based Coaching^&reg; training as well as identify the challenges they faced integrating the transformational leadership skills within their center. There were three sources of data collected in the study: (1) individual interviews with 12 directors; (2) focus groups with 22 teachers who worked with the 12 directors since 2008; and (3) focus groups of eight Professional Development Specialists that consulted or coached the directors at their centers since 2008. Prior to implementing the study, a pilot study was conducted. Although 33 directors were initially identified, the final population for the pilot study was 27 directors; however, only three directors from Kansas City, Missouri, and one from St. Louis, Missouri agreed to participate. Interview questions were adjusted for clarity after the completion of the pilot study. Answers to the research questions were obtained by triangulating data gathered during interviews and focus groups. Findings showed transformational leadership skills taught in Strengths-Based Coaching^&reg; were effective due to better relationships and communication between staff and directors. Results indicated lack of time to practice and needing additional employees were issues that hindered directors from implementing leadership skills learned in Strengths-Based Coaching^&reg; to its fullest potential. Recommendations for educational practice included: Strengths-Based Coaching^&reg; training be expanded to other directors, offer a refresher course, provide additional resources, such as a coach, newsletter with coaching tips, and quarterly meetings for directors. Recommendations for further research included: gather additional qualitative data to measure support provided by directors, extend the population and conduct a cross-comparison analysis, collect quantitative data at different increments after the training, and conduct a longitudinal study to determine the effectiveness of transformational leadership on the organizational climate within childcare centers.</p>

<p> The preschool years are a crucial time for children to develop vocabulary knowledge. A quality preschool environment promotes large amounts of language usage including picture book read alouds and discussions. There is growing research to support the use of nonfiction literature in preschool classrooms to promote vocabulary growth and knowledge of the world for preschool children. This research study compared vocabulary growth of preschool children using fiction and dialogic discussions versus vocabulary growth of preschool children using nonfiction and dialogic discussions following a six week study of autumn and changes that happen during this season to the environment and animals. The quasi-experimental design used the Peabody Picture Vocabulary Test-4, a curriculum-based measure for receptive vocabulary, and a curriculum-based measure for expressive vocabulary to assess vocabulary growth. Results showed that there was significant difference in the vocabulary growth in the treatment group indicated by the curriculum-based measure for receptive vocabulary, but the Peabody Picture Vocabulary Test-4 and the curriculum-based measure for expressive vocabulary did not indicate significant difference in growth in the 6-week research period. The findings of this research have implications for teachers. Using nonfiction literature during read aloud times is beneficial to vocabulary growth. Dialogic discussions used with fiction and nonfiction read alouds provide authentic opportunities for students to use vocabulary in meaningful ways. In order to maximize vocabulary growth during the preschool years, teachers should be aware of the benefits of using nonfiction literature for interactive read alouds.</p>

<p> This teacher research study examined the pedagogical practices and conditions for learning that supported the literacy learning of the children in my kindergarten classroom during the 2006-2007 school year. An additional focus was to determine the meaning-making strategies employed by effective young beginning readers in this classroom. </p><p> The participants were 21 children, 12 girls and nine boys, who were students in my kindergarten. They were also representative of the primarily Caucasian population within a school district on eastern Long Island that included a small percentage (less than 5%) of other ethnic groups. </p><p> Data collection included ethnographic observations (kidwatching), along with still and video, digital photography. These data were examined within the literacy events in the classroom that included reading to children, reading with children, and children reading by themselves or to others. Portions of the video collection included the children reading the morning message with me. Video of children reading to me was also transcribed and examined using miscue analysis to determine the meaning-making strategies used by five effective young beginning readers. </p><p> Findings indicate that the tenants of whole language, along with Cambourne's (1988) conditions for learning, were in place and supported the pedagogical practice during the literacy events studied. Miscue analysis of the readings done by the children indicated that the children avoided any reliance on the surface features of text (phonics) and employed complex, meaning-making miscues to produce a reader's text that also maintained a high syntactic and semantic relationship with the author's text. </p><p> The implications are that similar literacy development could be realize for children within other classrooms where this pedagogy and conditions for learning are in place.</p>

<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns per year. A larger number of participants had training for reading and early literacy compared to early numeracy. Related to early numeracy practices, more respondents reported being involved in screening and assessment in contrast to intervention and progress-monitoring. Typically, students were screened in kindergarten through fifth grade using measures such as AIMSweb: Computation and AIMSweb: Problem-Solving. The most often utilized early numeracy instrument was AIMSweb: Number Identification. Most frequently, group academic assessments used were comprised of state tests, and individual measures were often broadband or screener-type measures. Commonly used curricular interventions have demonstrated limited to moderate levels of evidence. Only Classwide Peer Tutoring had a strong level of intervention effectiveness. Intensive interventions that were noted as being regularly implemented (e.g., Board Games, Explicit Instruction, Peer Tutoring, Touch Math) were mainly instructional in nature. The results for consistently used progress-monitoring tools were similar to those for screening (computation, problem-solving, and number identification). Perceived facilitators of participants' early numeracy involvement entailed administrator support and the topic being a current need in schools. School psychologists noted lack of resources and time as two main hindrances for their involvement in early numeracy activities. The implications of this study include increased early numeracy training, involvement in intervention and progress-monitoring, screening practices, alignment with the Common Core Standards, and time allocation and resources. Limitations of the current research were: low response-rate, lengthy survey, and non-response for specific early numeracy components. Finally, potential future research includes investigating progress-monitoring instruments for students in earlier grades, interventions for students with mathematics disabilities (e.g., retention, generalization of skills), home-school partnerships for early numeracy skills, and validation of technological applications. </p>

<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple &amp; Bredekamp, 2009).</p><p> Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).</p><p> This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (<i>N</i>=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.</p><p> The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.</p>

<p> The purpose of this qualitative study was to investigate teachers' perceptions about the impact of the McREL Teacher Evaluation System on their professional growth. The sample comprised 15 teachers of students in Kindergarten to Grade 4 in a suburban New Jersey school district who participated in Year 1 implementation of a new standards-based teacher evaluation model. Participants were asked to explore the professional teaching standards in the McREL Teacher Evaluation System. The conceptual framework included adult learning, critical thinking, and reflective practice. The themes that emerged defined a new teacher-driven interpretation of leadership and a collective responsibility to a shared vision of student learning. The study highlighted the expectations of meeting the learning needs of a more diverse population of students; applying content knowledge, specifically the Common Core State Standards; facilitating learning through various instructional strategies and modalities that cultivated critical thinking with colleagues and contemporary students; and engaging in reflection of teacher practice as a significant catalyst for growth. The study also emphasized the need for strategic systems of strong organizational support as essential to a successful implementation process.</p>

<p> The current study sought to examine child life specialists' perspectives on supporting adolescents struggling with medical non-compliance. The intent of the study was to identify various factors involved in adolescent medical non-compliance and to examine the role of the child life specialist in supporting this population. Eighty-five certified child life specialists were surveyed regarding their work with adolescents and the strategies used to support adolescents struggling with medical non-compliance. The issues surrounding medical non-compliance were examined as well as child life specialist education and how capable child life specialists felt in their ability to support this population. Results support previous literature suggesting a negative impact of typical adolescent development on medical compliance. In addition, results revealed the multidisciplinary team approach and family dynamics as being barriers to supporting adolescents' struggle with medical non-compliance. These findings support the need for additional education to better equip child life specialists in their work with this population. </p><p> <i>Keywords: child life specialists, adolescents, medical non-compliance, medical non-adherence</i> </p>

<p> This qualitative interview study examines the challenges and successes early childhood teachers in Oakland Unified School District face when addressing issues of race and racism in their classrooms. Teachers' and District Administrator's stories of barriers and strategies were analyzed to inform my professional practice. Data were collected through qualitative interviews and a focus group. The main theoretical framework that supported analysis came from Critical Race Theory. The data were analyzed through descriptive coding and analytic memoing. Key findings include the impact of personal beliefs and experiences on teachers' barriers and strategies. Teachers' barriers include the age or English proficiency of their students, lack of discussion at their school site, and a lack of training and tools. They used a wide range of strategies, including literature, general conversations, specific questions, creating a strong link between home and school as well as relying on experiences regarding race and racism they had in their personal lives. Teachers and district administrators were both working on addressing racism, however, their strategies were very distinct; administrators were working on large-scale projects while teachers were very focused on their individual classrooms and students. This study makes an important contribution to the literature because the role and impact of race and racism in Early Childhood classrooms is often overlooked. There is a lack of professional literature addressing the obstacles that teachers committed to engaging in this work face and also an absence of reflection from early childhood teachers about what strategies they use to support them in their anti-racist work. </p><p> <i>Keywords:</i> anti-racist teaching, early childhood education, critical race theory, obstacles to anti-racist teaching, teacher strategies </p>

<p> The current study examined the creation and implementation of a dramatic arts integrated curriculum in an early childhood classroom. The goals were to support ongoing development and growth in the children with whom I work, to explore the development of an enriching curriculum, and to improve my own teaching practice through reflection. I used an action research design over the course of seven weeks (six cycles of action research) in a preschool classroom in a laboratory school located in Northern California. Data consisted of video documentation, field notes, and my written reflections. The findings of this study supported previous research in the field and made visible the growth of the children who participated in the activities. In addition, I improved my ability to create curriculum and enhanced my own teaching practice. Based on this work, I hope to provide a curricular framework as a resource to share with professionals in the field who have an interest in including dramatic arts in their classroom.</p>