2003 Research Sessions

Sign Me Up! Go to Pre-Registration Form

• 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.

  2003 Research Sessions

  

  Sunday
  Monday
  Tuesday
  Wednesday

  Research Highlighted Sessions.
  Research Forum 1.
  Research Forum 2.
  Research Forum 3.
  Research Roundtable and Research Poster Sessions
  

   

  Sign Me Up! Go to Pre-Registration Form

  
  
  Please note that this is a preliminary schedule.
  Some changes may still occur prior to publication of the final program

  
  

  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.

  Back to the beginning

  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.

   

  Back to the beginning
  

   

  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.

   

  Back to the beginning

   

  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.

   

  Back to the beginning
  

   

  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.

   

  Back to the beginning

   

  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.

   

  Go back to the top

   

  Sign Me Up! Go to Pre-Registration Form

  Return To Annual Conference Main Page

   

  Go To General Sessions	Go To Hall of Excellence	Go To Hall of Celebration
  Go To Concurrent Sessions		Go To Special Sessions
  Go To Global Sharing Fair		Go To Conference Workshops

   

  
  Return to ACEI home page.

  This page is copyright 2001-2003 by the Association for Childhood Education International. Please send any comments to ACEImc@aol.com.

  Last updated February 2003