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Preparing Early Childhood Educators to Teach Math: Professional Development That Works

Preparing Early Childhood Educators to Teach Math: Professional Development That Works (Paperback)

£41.50
To Order. Estimated despatch in 1-3 weeks.
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Synopsis

With 30+ video clips - great for use in teacher training sessions! If you're preparing early childhood educators for the critical task of teaching math, this groundbreaking resource is just what you need to plan and implement effective professional development. Translating recommendations from the National Research Council's early mathematics report into clear and actionable goals, this text is your key to improving the way educators teach math to children ages 3-6. You'll get an in-depth guide to what math teachers need to teach; a research-based framework for strengthening professional development; and web-based video clips to enhance training sessions and show teachers the ""how"" of high-quality math instruction. Use this accessible text to guide both pre- and inservice teacher preparation--and ensure better math teaching and higher student achievement.

TEACHER TRAINERS WILL: understand the classroom challenges of today's early childhood educators see how children's mathematical minds develop and clarify learning goals for them build professional development around five essential goals for high-quality math instruction make the most of innovative professional development methods and technologies strengthen professional development across settings, including child care, Head Start, and prekindergarten promote better math instruction for culturally diverse children and children with disabilities evaluate the effectiveness of professional development efforts PRACTICAL MATERIALS: Enhance your training sessions with 30+ video clips that show successful classroom teaching scenarios and clinical interviews demonstrating the development of a child's mathematical thinking over a 3-year period. You'll also get sample workshop outlines and syllabi, engaging teaching strategies, resource lists, and a photocopiable planning tool.

Children'sEducational materialEducational: Mathematics & numeracyEducationEducation TheoryEducational strategies & policyEducationEducation TheorySchoolsPre-school & kindergartenEducationTeaching SkillsTeaching of a specific subjectPhilosophy, Psychology & Social SciencesSocial groupsAge groupsAge groups: children Publisher: Brookes Publishing Co Publication Date: 09/06/2014 ISBN-13: 9781598572810  Details: Type: Paperback Format: Books
Availability: To Order. Estimated despatch in 1-3 weeks.  

Herbert P. Ginsburg, the Jacob H. Schiff Professor of Psychology and Education at Teachers College, Columbia University, has conducted basic research on the development of mathematical thinking, with particular attention to young children and disadvantaged populations. He has drawn on cognitive developmental research to develop a mathematics curriculum, Big Math for Little Kids. Dr. Hyson is Affiliate Faculty Member in Applied Developmental Psychology at George Mason University. Formerly Editor-in-Chief of Early Childhood Research Quarterly and Associate Executive Director for Professional Development with the National Association for the Education of Young Children, Dr. Hyson has consulted in Vietnam, Indonesia, Bangladesh, and Bhutan through the World Bank and Save the Children. Taniesha A. Woods, Ph.D., is the director of chapter programming and research at Say Yes to Education, Inc. (Say Yes). A theme throughout her career has been studying issues related to educational equity. In Dr. Woods s role, she is developing a program of research that examines the academic, social, and emotional supports that students and their families need so that students are ready for and successful in the K 12 grades, college, and life. She also works with the Say Yes chapters using applied research to inform high-quality programming aimed at fostering scholars academic achievement and overall well-being. Dr. Woods s early research investigated how the psychological aspects of education -- parental socialization practices, stereotype beliefs, and identify development-- were related to academic outcomes for African American children and youth. Prior to joining Say Yes, Woods served as a Society for Research in Child Development (SRCD) American Association for the Advancement of Science Congressional fellow on the U.S. Senate Health, Education, Labor, and Pensions Committee where her portfolio included K 12 and higher education issues. Woods has also worked as a study director at the National Research Council where she co-edited the book-length report, Mathematics Learning in Early Childhood: Paths toward Excellence and Equity. Most recently, Woods was a senior research associate at Columbia University's National Center for Children in Poverty where she led action research projects on early childhood education and policy in the areas of mathematics education, teacher professional development, and community-wide education initiatives.Dr. Woods serves on the SRCD Policy & Communications Committee and is a math curriculum advisor for the Corporation for Public Broadcasting/Public Broadcasting Service. Woods holds a PhD and MA degrees in developmental psychology from the University of North Carolina at Chapel Hill and a BA in psychology and African and African American Studies from the University of Oklahoma. Taniesha is committed to conducting research and developing programs that inform and promote high-quality teaching and learning outcomes for educators and children from all backgrounds with a special focus on those from vulnerable populations. Sharon Lynn Kagan, Ed.D., Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-director of the National Center for Children and Families, Teachers College, Columbia University, 525 West 120th Street, Box 226, New York, New York 10027. Dr. Kagan is Professor Adjunct at Yale University's Child Study Center. Through her leadership in the field and her 15 books and 250 articles, Dr. Kagan has helped shape early childhood practice and policies in the United States and in countries throughout the world. Rebecca E. Gomez, M.Ed., Graduate Research Fellow, National Center for Children and Families, Teachers College, Columbia University, 525 West 120th Street, Box 226, New York, New York 10027. Ms. Gomez is a doctoral student in early childhood policy at Teachers College, Columbia University. She has worked for the Commonwealth of Pennsylvania, the National Association of Child Care Resource & Referral Agencies, and the State of New Hampshire helping to build professional development systems for early childhood education practitioners. As Director of the Office for Policy and Communications of SRCD, Dr. Zaslow works to bring research on children s development to policy makers and the broader public and to bring information about policy developments to the SRCD membership. She also oversees the SRCD Policy Fellowship program. As Senior Scholar at Child Trends, Dr. Zaslow s research focuses on early childhood development and takes an ecological approach, considering the role of multiple contexts including the family, early care and education (ECE) settings, and programs and policies for families with young children. Bridget K. Hamre, Ph.D., is Research Associate Professor in the Curry School of Education and Associate Director of University of Virginiaa s Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamrea s areas of expertise include student teacher relationships and classroom processes that promote positive academic and social development for young children, and she has authored numerous peer-reviewed manuscripts on these topics. This work documents the ways in which early teacher child relationships are predictive of later academic and social development and the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure. Dr. Hamre leads efforts to use the CLASS tool as an assessment, accountability, and professional development tool in early childhood and other educational settings. Most recently, she was engaged in the development and testing of interventions designed to improve the quality of teachersa interactions with students, including MyTeachingPartner and a 14-week course developed for early childhood teachers. Dr. Hamre received her bachelora s degree from the University of California, Berkeley, and her mastera s degree and doctorate in clinical and school psychology from the University of Virginia. "

More books by Herbert P. Ginsburg

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