Association for Childhood Education International
(ACEI)
ACEI Annual International Conference & Exhibition
April 13-16, 2003
Hyatt Regency Phoenix Hotel at Civic Plaza
Phoenix, Arizona USA
Bridging the Gap:
Educating the Hearts & Minds of Our Future
ACEI's Annual International Conference encourages the exchange of diverse opinions.
The ideas presented do not necessarily reflect ACEI's official position on the issues.
ACEI assumes no responsibility for any statement of fact or opinion presented at the Annual International Conference & Exhibition.
Acceptance of presentations, advertising, or exhibits does not imply endorsement of any product, service, or opinion by the Association.
Research Highlighted Sessions.
Research
Forum 1.
Research Forum 2.
Research Forum 3.
Research Roundtable and Research Poster Sessions
Research Highlighted Sessions
Sunday, April 13
2:00 p.m. - 3:00 p.m.
Korean Children's Understanding of Filial Piety: Challenges and Implications for Childhood Education
Juhu Kim, University of Missouri-Kansas City, Kansas City, MO, USA
Kwang-woong Kim, Sookmyung Women's University, Korea
Ohk Boon Chung, Korea University, Korea
Korean children believe that filial piety (a value of devotion to one's parents) is an important value in the current society. Understanding of filial piety and practice could be a good starting point for the future of childhood education in Korea.
Research Forum 1
Monday, April 14
2:00 p.m. - 3:30 p.m.
"Excuse Me, Professor, Could You Tell Me Where the Online Class Meets?": Preservice Teachers' Perceptions of Online Learning
Karen L. Kelly, University of Montana-Missoula, Missoula, MT, USA
John R. Schorger, Jr., University of Montana-Missoula, Missoula, MT, USA
This session will highlight results of research regarding preservice teachers' personality traits and learning preferences that may predict academic success or failure with online courses.
Student Teaching Triads: Influence on the Development of Early Childhood Student Teachers
Hsing-Chen Tung, San Diego, CA, USA
Relationships within early childhood student teaching triads were investigated; the participants' perceptions of how their relationships influenced the student teachers' development was compared.
Entry Year Teachers in Early Childhood Education: Mentoring It Makes a Difference
Mary K. Bendixen-Noe, Ohio State University, Newark, OH, USA
The purpose of this study was to investigate the relationship between mentoring and success of first-year early childhood teachers as determined by the newly legislated performance assessment, Praxis III.
The Affect of State Initiatives on University Programs
Mary K. Bendixen-Noe, Ohio State University, Newark, OH, USA
The purpose of this study was to investigate the extent of mentoring and its relationship to teacher education programs.
Under Construction: Metaphors in Teacher Education
Theresa Steger, Illinois State University, Normal, IL, USA
Design and preliminary results of a project exploring the use of metaphors as a teaching tool in teacher education will be presented.
Research Forum 2
Tuesday, April 15
1:00 p.m. - 3:00 p.m.
A Comparison of African American Students' State-Mandated Reading and Writing Test Scores With Independent Measures of Reading, Oral, and Written Language
Monica Gordon Pershey, Cleveland State University, Cleveland, OH, USA
Fourth- and sixth-graders scored poorly on criterion-referenced testing. Teachers suspected that language competence adversely affected their performance. On norm-referenced tests, on average, 263 students scored below expectations.
Culture, Childhood, and Classrooms: Supporting Native American Teachers in Research on Their Own Practice
MaryJane W. Blasi, Northern Arizona University, Flagstaff, AZ, USA
Supporting a first generation of teacher researchers in Native American Reservation Schools, this project positions native teachers at the center of research on their own practice.
Taking the Side of Working-Class Children: Working-Class Parents and Teachers Working Together for School Reform
Gillian S. Richardson, Canisius College, Lockport, NY, USA
The views of working-class parents on building teacher-parent alliances to implement reform in the interests of working-class children were assessed.
Building Bridges: Preservice Teachers and Inner-City Adolescents Learning Together
Rosemary K. Murray, Canisius College, Buffalo, NY, USA
Gillian S. Richardson, Canisius College, Lockport, NY, USA
The effects of a literacy tutoring program on an urban school involving preservice teachers and middle school students were assessed.
The Role of Peer Relationships in Identity Formation in Children for Recent Chinese Immigrants
Anna Kirova, University of Alberta, Edmonton, AB, Canada
Joe Wu, University of Alberta, Edmonton, AB, Canada
There is a reciprocal relationship between peer relationships and identity negotiation that is interwoven with English language development in young children of immigrants.
Research Forum 3
Wednesday, April 16
9:00 a.m. - 11:30 a.m.
Using Journals To Build Information Literacy Skills: Action Research Focusing on Cognition and Self-Efficacy Among Upper Elementary Students
Violet H. Harada, University of Hawaii, Honolulu, HI, USA
This session addresses information as a seeking process, journal writing as an expression of students' cognitive and affective understandings of their information retrieval skills, and student journals as a tool to inform instruction.
What Is in the Hearts and Minds of the Teachers Who Respond To Escalating Aggression During Confrontational and Threatening Situations (REACTS)?
Jonathan R. Brown, Clarion University, Shippenville, PA, USA
Lisbeth J. Brown, Clarion University, Clarion, PA, USA
REACTS: a new tool to better assist schools in identifying and responding to staff-specific needs for reducing disruptive behaviors from students and others.
Characteristics of Effective Peer Models in an Integrated Preschool Setting
Monica Gordon Pershey, Cleveland State University, Cleveland, OH, USA
Anita M. Visoky, Sunview Elementary School, Lyndhurst, OH, USA
IDEA legislation encourages provision of early childhood special education services in settings that integrate children who have disabilities with peers who are developing typically. This study identifies the behaviors and traits of a sample of preschool children who were selected to serve as peer models for special needs classmates.
Constructing Knowledge at the Computer: An Analysis of Language Used To Mediate Learning
Ambika Bhargava, Oakland University, Rochester, MI, USA
The study of children's language while they interact with adults and peers provided a systematic method of understanding their learning while working at the computer.
Change Against the Odds: A Case Study
Edward J. Caropreso, University of North Carolina-Wilmington, Wilmington, NC, USA
This presentation will reflect findings of an ongoing longitudinal case study of teacher change involving a veteran teacher with expertise in early childhood education and literacy development.
Research Roundtable
Wednesday, April 16
1:30 p.m. - 3:00 p.m.
NOTE:
The Research Roundtable discussions have again been combined
with the Research Poster Sessions for the 2003 Conference.
Time will be allocated for attendees to view the Research Posters,
which will be displayed on tables around the perimeter of the room.
Organizing Instructional Practice Around the Assessment Portfolio: The Gains and Losses
Min Zou, Southeast Missouri State University, Cape Girardeau, MO, USA
This presentation describes a teacher educator's efforts to organize her instructional practice around a state-mandated assessment portfolio and examines the effectiveness of such an endeavor.
E-Mail Buddies: A Learning Collaboration Between Preservice Teachers and Primary Students
Deborah A. Ellermeyer, Clarion University of Pennsylvania, Indiana, PA, USA
Results of a research project that connected preservice teachers enrolled in two methods courses with primary children in a multiage classroom will be shared.
Early Childhood Teaching Practices and Philosophies of Thai Teachers With Four-Year-Old Students
Rajchukarn Tongthaworn, Chiangmai University, Muang, Chiangmai, Thailand
This study will employ interviews and observations of 15 Thai teachers of four-year-old children, and analyze the relationship between the teachers' stated beliefs and their actual practices.
Bridging the Gap: Discovering the Development of Empathy in Preservice Teachers
Wanda A. R. Boyer, University of Victoria, Victoria, BC, Canada
Using grounded theory analysis of 60 preservice teachers' writings about naive learning experiences, this research develops a theory of a mentorship model for empathy development.
A Doubly Multivariate Analysis of the Progress of School Readiness Skills in Head Start Preschool Students by Program Option
Donna deVries-White, Riverside County Office of Education, Riverside, CA, USA
A doubly multivariate design to see if preschool students' progress on developmental skills pertaining to school readiness differs over time due to program option will be discussed.
Integrating Academics, Neuro-Developmental Stimulation, and Physical Education for High Proficiency K-2 Readiness and Achievement
Lyelle L. Palmer, Winona State University, Winona, MN, USA
Results of state-sponsored staff development in integrating brain stimulation and academics in fun, age-appropriate classroom readiness activities to produce high achievement in diverse students will be shared.
Using Cross-Age Tutors To Bridge the Gap, Increase Reading Ability, and Improve Reading Attitude
Elizabeth A. Engley, Jacksonville State University, Jackson, AL, USA
This session will highlight a program designed to promote reading skills and attitudes in first- and sixth-grade student reading partners.
Outcomes-Based Evaluation of Professional Development: A Classroom Coaching & Small Group Training Model for Pre-Kindergarten Teachers
Lin Moore, Texas Woman's University, Denton, TX, USA
Professional development for kindergarten teachers that included small-group training sessions, follow-up, coaching, and classroom resources was implemented to promote early literacy and numeracy skills for pre-kindergarten children.
Research Poster
Sessions
Wednesday, April 16
1:30 p.m. - 3:00 p.m.
Preservice Teacher Candidates as Models of Literacy (A Two-Year Study)
Karen McCormick, Southeastern Louisiana University, Mandeville, LA, USA
This two-year research project adapted a pre/post-assessment of written composition skills, developed instructional remediation for the experimental group, and found significant differences in all components of the post-assessment, using a t-test for statistical analysis.
What Did You Read To Me? Teachers Assessing Oral Reading
Carol S. Christy, Post Falls, ID, USA
Based on research in progress, this session will examine two aspects of the use of authentic assessments to measure reading progress, reliability, and accuracy.
Literacy Learning Beyond Schooling: Home Literacy Practices
Su-Tan Cheng, Loyola University - Chicago, Naperville, IL, USA
This research, exploring home literacy experiences of Chinese ESL children, provides clues to enable teachers to design activities that are consistent with these experiences and involve parents more fully in their children's education.
Middle Level Students' Perceptions of School-Wide Discipline Approaches: How Do We Use Strategies To Meet Students' Needs?
Holly Thornton, Augusta State University, Augusta, GA, USA
Gordon Eisenman, Augusta State University, Augusta, GA, USA
This session looks at a range of teacher-centered and student-centered approaches to school discipline in light of students' perceptions and needs as learners.
Calling Students To Service: Service Learning in An ESL On-Line Education Course
Jan Lacina, Stephen F. Austin State University, Nacogdoches, TX, USA
This session describes an ongoing community service learning project between preservice and inservice teachers who are enrolled in an online English as a second language (ESL) teacher education course.
Bridging the Gap: Resilient Teachers' Hearts and Minds
Janice H. Patterson, Birmingham, AL, USA
Loucrecia Collins, Birmingham, AL, USA
Gypsy Abbott, Birmingham, AL, USA
Classroom teachers can create and maintain a resilient approach to teaching and learning in urban schools. Teacher resilience is linked to student achievement.
Multicultural Terminology: What Do ECE Preservice Teachers Know?
Catherine M. Prudhoe, West Chester, PA, USA
This session presents a descriptive study of early childhood education preservice teachers' understandings of multicultural terminology.
NOTE:
The Research Roundtable discussions have again been combined
with the Research Poster Sessions for the 2003 Conference.
Time will be allocated for attendees to view the Research Posters,
which will be displayed on tables around the perimeter of the room.
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Sessions |
Hall of Excellence |
Hall of Celebration |
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Sessions |
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Sessions |
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Sharing Fair |
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Workshops |
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