What Do We Know about Early Childhood Education? A Research Based Practice

ISBN-10: 1401850618

ISBN-13: 9781401850616

Edition: 2005

Authors: Sandra Crosser
List price: $57.95
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Description: CURRENT AND FUTURE TEACHERS will find great value in this publication as they work to base their early childhood education practice on scientifically based research, a requirement of the federal No Child Left Behind Act. It introduces the reader to early childhood research resources, explores general guidelines for evaluating and interpreting research reports, and challenges readers to apply the findings to educational practice. The reader also will benefit from summarized research findings related to such critical topics as grade retention, half-day versus full day kindergarten, academic redshirting, class size, discipline, and readiness. Perhaps most importantly, the readers will learm how to access and evaluate future research reports since the knowledge base is constantly changing and growing. The controversial format with questions interspersed throughout helps make the material easy-to-follow and interesting to read.

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Book details

List price: $57.95
Copyright year: 2005
Publisher: Delmar Cengage Learning
Publication date: 8/3/2004
Binding: Paperback
Pages: 192
Size: 8.25" wide x 10.75" long x 0.50" tall
Weight: 1.034
Language: English

Preface
Using Educational Research
Using Research to Inform Practice
The Importance of a Research Base
The Organization of American Public Education
National Politics and Research
Summary
Key Terms
Using What You Know
Being a Wise Consumer of Research
Reading and Interpreting Research
Evaluating Educational Research
Summary
Key Terms
Using What You Know
Accessing Sources of Research in Early Childhood Education
Strategies for Locating Information
Summary
Key Terms
Using What You Know
What Does Research Tell Us about The Issues?
Does Early Education Make a Difference?
Preschool
Summary
Using What You Know
Who Is Coming to School?
Demographics
Entrance Age
Academic Redshirting
Summary
Key Terms
Using What You Know
How Much Time Should Young Children Spend in School?
How Do Preschoolers Spend Their Time?
How Do Kindergartners Spend Their Time?
Half-Day or Full-Day Kindergarten?
Time and Learning
Summary
Key Terms
Using What You Know
How Do School Grouping Patterns Affect Children?
Grouping by Age
Within-Class Grouping
Multi-Age Grouping
Nongraded/Ungraded Grouping
Same-Sex Grouping
Looping
Summary
Key Terms
Using What You Know
What Are the Effects of Failure?
Grade Retention
Grade Retention and Achievement
Emotional Impact of Failing a Grade
Transition Classes
Summary
Key Term
Using What You Know
How Does the Physical Environment Affect Young Children?
The Internal School Environment
Outdoor Environmental Factors
Class Size
School Size
Summary
Key Terms
Using What You Know
What Do We Know about Guidance and Discipline?
Guidance versus Discipline
Time-out Strategies
Punishment
Rewards
Praise
Temperament
Parenting Styles
Recess as a Guidance Strategy
Summary
Key Terms
Using What You Know
Does Delivery of the Curriculum Affect Learning?
Curriculum Models
Multiple Intelligences
Learning Styles
Homework and Achievement
Classroom Questioning
Wait Time
Summary
Key Terms
Using What You Know
How Does Family Involvement Impact Education?
Parent Involvement
Summary
Using What You Know
What Are the Most Appropriate Ways to Assess Young Children?
Assessment
Screening Tests
Readiness Tests
Summary
Key Terms
Using What You Know
Connecting Research to Practice
Case Scenarios to Explore
Sister Schools
Kindergarten School
Questioning
Homework Policy
Texas and Florida Retain Third Graders
Academic Redshirting
The Task Force
Projects and Activities
Glossary
References
Index
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