Pre-school and kindergarten Books

Book SynopsisIn Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction: Making the Case for the Study of the “Messy Realities” in the Preparation of Teachers  Mikkaka Overstreet and Lori Norton-Meier 2 From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships: Contemporary Shifts in Addressing the Complex Lives of Students and Educators in Diverse Settings  Ann Larson and Amy Lingo 3 Mentoring and Third Space in the Academy: The Complexities of Community Engaged Scholarship in Clinical Partnerships  Lori Norton-Meier 4 Navigating Synergic Boundaries: A Collaboration between an Urban Elementary School and a School-Based Mathematics Methods Course  Lateefah Id-Deen, Gabrielle Read-Jasnoff, Shannon Putman and Tim Foster Bridging the Theme: Relationships Matter  Mikkaka Overstreet and Lori Norton-Meier 5 Ball Pythons, Bartering and Building Community  Mikkaka Overstreet Bridging the Theme: Stories Matter  Mikkaka Overstreet and Lori Norton-Meier 6 From Saviors to Safety Nets: How a Unique Semester Helped Pre-Service Teachers Think More Deeply about Their Field Placements and Coursework  Tammi R. Davis Bridging the Theme: Identity Matters  Mikkaka Overstreet and Lori Norton-Meier 7 Approaching Educational Equity with White Pre-Service Teachers through an Intersectional Understanding of Self  Bianca Nightengale-Lee Bridging the Theme: Reflective Action Matters  Mikkaka Overstreet and Lori Norton-Meier 8 Positioning Students as Writers: A Discourse Analysis in Teacher Education  Emily Zuccaro Bridging the Theme: Inquiry Matters  Mikkaka Overstreet and Lori Norton-Meier 9 Perspectives from a First-Year Teacher  Anetria Swanson Bridging the Theme: Argument Matters  Mikkaka Overstreet and Lori Norton-Meier 10 Conclusion: Lessons Learned from Research and Practice on the Path to “Ideological Becoming”  Lori Norton-Meier and Mikkaka Overstreet

Read more less

Book SynopsisIn Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction: Making the Case for the Study of the “Messy Realities” in the Preparation of Teachers  Mikkaka Overstreet and Lori Norton-Meier 2 From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships: Contemporary Shifts in Addressing the Complex Lives of Students and Educators in Diverse Settings  Ann Larson and Amy Lingo 3 Mentoring and Third Space in the Academy: The Complexities of Community Engaged Scholarship in Clinical Partnerships  Lori Norton-Meier 4 Navigating Synergic Boundaries: A Collaboration between an Urban Elementary School and a School-Based Mathematics Methods Course  Lateefah Id-Deen, Gabrielle Read-Jasnoff, Shannon Putman and Tim Foster Bridging the Theme: Relationships Matter  Mikkaka Overstreet and Lori Norton-Meier 5 Ball Pythons, Bartering and Building Community  Mikkaka Overstreet Bridging the Theme: Stories Matter  Mikkaka Overstreet and Lori Norton-Meier 6 From Saviors to Safety Nets: How a Unique Semester Helped Pre-Service Teachers Think More Deeply about Their Field Placements and Coursework  Tammi R. Davis Bridging the Theme: Identity Matters  Mikkaka Overstreet and Lori Norton-Meier 7 Approaching Educational Equity with White Pre-Service Teachers through an Intersectional Understanding of Self  Bianca Nightengale-Lee Bridging the Theme: Reflective Action Matters  Mikkaka Overstreet and Lori Norton-Meier 8 Positioning Students as Writers: A Discourse Analysis in Teacher Education  Emily Zuccaro Bridging the Theme: Inquiry Matters  Mikkaka Overstreet and Lori Norton-Meier 9 Perspectives from a First-Year Teacher  Anetria Swanson Bridging the Theme: Argument Matters  Mikkaka Overstreet and Lori Norton-Meier 10 Conclusion: Lessons Learned from Research and Practice on the Path to “Ideological Becoming”  Lori Norton-Meier and Mikkaka Overstreet

Read more less

Book SynopsisIn this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children. Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?  Amal Sharif-Rasslan 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks  Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting ‘Games’ on the Tablet  Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood  Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program  Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program  Joanne Mulligan 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills  Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”  Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders  Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”  Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers  Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise  Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book  Amal Sharif-Rasslan Index

Read more less

Book SynopsisIn this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children. Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?  Amal Sharif-Rasslan 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks  Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting ‘Games’ on the Tablet  Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood  Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program  Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program  Joanne Mulligan 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills  Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”  Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders  Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”  Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers  Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise  Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book  Amal Sharif-Rasslan Index

Read more less