Session 1
8:30-9:30 AM Pacific Time - 9:30-10:30 AM Mountain Time - 10:30-11:30 AM Central Time - 11:30 AM - 12:30 PM Eastern Time
Concurrent Papers
Concurrent Paper or Practice Presentations - There will be up to three presenters at each meeting. When selecting a Meeting please report through the Zoom link and plan to converse throughout the entire 60-minute session.
Meeting 1 -
Presentation 1
Supporting Teacher Education Faculty and Students Through Social Presence
Four teacher education faculty will share how they utilized a Critical Friends Group and a protocol from the National School Reform Faculty to support each other and redesign courses through the lens of social presence to create a sense of community, connection, and identity in their online courses for preservice teachers.
Ya-Fang Cheng, Ph.D Western Oregon University
chengy@mail.wou.edu
Anne C. Ittner, Ph.D. Western Oregon University
ittnera@mail.wou.edu
Andrea Emerson, Ph.D. Western Oregon University
emersona@mail.wou.edu
Presentation 2
Best practices of incorporating open-ended experiences versus reality
This practice session will reflect on the challenges of incorporating best practices as it relates to open-ended activities during free play.
Karen Dumas M.Ed. East Tennessee State University
dumask@etsu.edu
Maria Dias M.Ed. East Tennessee State University
diasma@etsu.edu
Meeting 2 -
Presentation 1
Embedding Algebraic Concepts in ECE Courses Through Play
This participatory, interactive workshop will focus on embedding algebraic concepts appropriate for ECE classrooms into courses for PSTs. Participants will develop constructivist activities which can be embedded to ECE courses. Research indicates that using hands-on play based activities with PSTs reduces their negative math attitudes.
Jennifer M. Longley, Ed.D. Borough of Manhattan Community College
jlongley@bmcc.cuny.edu
Jennifer Gilken, Ph.D. Borough of Manhattan Community College
jgilken@bmcc.cuny.edu
Ruth Guirguis, Ed.D. Borough of Manhattan Community College
rguirguis@bmcc.cuny.edu
Presentation 2
Facilitating Peer Interaction During Guided Play in Inclusive Classrooms
This practical presentation aims to describe strategies early childhood teacher educators can utilize to help preservice teachers determine their responsibilities on how to facilitate peer interactions within the play of general education and Individualized Education Plan (IEP) students in an inclusive classroom for young children.
Ling Chen PhD Student- Early Childhood Education
lc29@iu.edu
Fatma Merve Halipinar PhD Student- Early Childhood Education
fhalipi@iu.edu
Meeting 3 -
Presentation 1
Jam Session: Playing with sounds while engaging in historical inquiry
Participants will engage in musical play with Citizen DJ, a free tool from the Library of Congress to explore, remix, and create sonic collages from a treasure trove of free audio files. This jam session will inspire a reflective discussion on how to integrate play-based exploration of sounds and music into early childhood teacher preparation.
Ilene R. Berson, Ph.D University of South Florida
iberson@usf.edu
Michael J. Berson, Ph.D University of South Florida
berson@usf.edu
Presentation 2
Mindful Morning Practice
Presenters will demonstrate an example of a mindful morning practice that promotes emotional health. This practice session has been designed to integrate meaningful rituals and practices using mindfulness. These practices are impactful for early childhood classrooms and supportive of teacher educators and preservice teachers to center, balance, and emotionally regulate.
Cynthia Soto, M.S. Oklahoma State University
csoto@okstate.edu
Ashtyn Fox Oklahoma State University
ashtyn.fox@okstate.edu
Emily Savage, M.S., Oklahoma State University
emily.savage@okstate.edu
Meeting 4 -
Presentation 1
Lending Each Other a Hand to Serve Children with Disabilities during COVID
This presentation draws from the results of a qualitative study that examined how professionals and families worked together during the COVID-19 crisis to meet the needs of young children with disabilities.
Victoria I. Puig, Ed.D Montclair State University
puigv@montclair.edu
Minsun Shin, Ed.D., Montclair State University Montclair State University
shinm@montclair.edu
Presentation 2
Just tell your story”: Supporting the Development of Teacher Advocates
State legislation is focusing on micro-managing public education and it is critical that teacher’s voices are heard. This presentation will highlight research on how teacher education can impact preservice teachers’ motivation, knowledge, and confidence to serve as education advocates.
Libby Ethridge, Ed.D University of Oklahoma
ethridge@ou.edu
Kate Raymond, Ph.D University of Oklahoma
kate.m.raymond@ou.edu
Kathryn Fields, M.Ed. University of Oklahoma
kfields@ou.edu
Meeting 5 -
Tanya Espinosa Cordoba, Ph.D., Anderson University
tcordoba@andersonuniversity.edu
Presentation 1
Becoming an Inquiry Teacher: A blend of dispositions and pedagogical skill
This case study traces novice teachers learning to see, think, and wonder alongside K-1 children. Teacher’s inquiry stance and pedagogic growth were examined using a thematic analysis of observational, interview and artifact data. Dewey's claim that teachers must hold for themselves intellectual habits of mind, to recognize/direct the pursuits of children is central.
Pam Remstein, Ph.D., University of New Mexico, Taos Branch
remstein@unm.edu
pam remstein.pdfPresentation 2
Bridging Theory and Practice in a Community College: Residency & Academics
Community colleges are a vital asset to their community. Developing an early childhood teacher preparation program that weaves theory and practice together is essential in creating a stable teacher workforce, where early childhood college students benefit from a teacher residency experience with a mentor teacher and experience academic success.
Presentation 3
Using LENA Data to Build Intention with Pre-Service Teachers.
The purpose of the study was to identify the relationship between a multi-component coaching package for pre-service early childhood teachers and the quality of instructional interactions in an inclusive preschool classroom.
Allison Wilson, PhD University of Montana allison.wilson@mso.umt.edu
Meeting 6 -
Presentation 1
Characterizing the EC Teacher Education Landscape in New York State
This research explores the current state of Early Childhood teacher preparation in New York State. In this presentation, we will describe the curricular and pedagogical strengths of public preparation programs and gaps in the content and preparation of the NYS Early Childhood workforce.
Kate McCormick, Ph.D., State University of New York Cortland kate.mccormick@cortland.edu
Jeanne Galbraith, Ph.D., State University of New York Geneseo galbraith@geneseo.edu
Yasmin Morales-Alexander, Ed.D., City University of New York Lehman College yasmin.moralesalexander@lehman.cuny.edu
Presentation 2
Children of the Pandemic: What Teachers are Noticing Now that They are Back
From pre to current pandemic classrooms, teachers share the changes in children’s behavior, social and group skills, anger management/self-regulation, use of materials, and play. Examining the changes in a continuum allows teacher educators to understand the changes taking place in classrooms and make the necessary adjustments to better prepare preservice teachers.
Vickie E. Lake, PhD, University of Oklahoma
vlake@ou.edu
Crystal Cathey, University of Oklahoma - Early Childhood Education Institute
Presentation 3
Connecting Preservice Teacher Science Autobiographies with Teaching
This session will discuss research related to an early childhood science methods course. Analysis of assignments reveals both how students may struggle to connect their experiences to learning science and how teacher educators can help students develop inquiry-based methods.
Amber Beisly, Ph.D, University of Texas A & M- Corpus Christi
amber.beisly@tamucc.edu
Meeting 7 -
Host: Robyn Chun
Presentation 1
Consejos y Secretos: Lessons on Self-Preservation from Veteran Latinx Early Educators
What “consejos”(advice) do veteran Latinx early educators have for have for future and/or novice Latinx early educators? What can we learn from the consejos of veteran Latinx early childhood teachers about recruiting, retaining, and sustaining future and/or novice Latinx teachers in teacher education programs and in the field of early childhood education?
Aura Pérez, Ed.D., California State University Channel Islands
aura.perez@csuci.edu
Presentation 2
Developing an Engaging Justice-Oriented ECE Diversity Course
In this session, I will present my attempt at creating an engaging syllabus for an ECE diversity course. A key feature of the syllabus is that in addition to a foundational “typical” academic text (Nieto & Bode’s Affirming Diversity), I have selected various kinds of supplemental articles and videos to support teacher candidates’ learning.
Courtney Koestler, Ph.D., Ohio University
koestler@ohio.edu
Presentation 3
Diving deep into playful learning experiences for pre-service teachers
Early childhood courses build understanding of play for optimal learning. Yet, experiences in the field provide teaching void of play. This study examined the impact of playful learning experiences during courses and beyond on pre-service teachers’ beliefs and self-efficacy to implement playful learning experiences in their future classrooms.
Josh Thompson, Ph.D. Texas A&M-Commerce
Josh.Thompson@tamuc.edu
Nicole Pearce, Ph.D. Texas A&M-Commerce
nicole.pearce@tamuc.edu
Paris Mays Texas A&M-Commerce
Presentation 1
Do Community-Based Experiences Alter PSTs'' Beliefs About Play?
This study examined preservice teachers’ beliefs about play during a semester experience working with a children’s museum. Quantitative and qualitative data were collected via pre- and post-surveys as well as through PSTs brief in-class writing assignments. The results were mixed, but provide insights into PSTs beliefs about play in kindergarten – 2nd grade classrooms.
Linda K. Taylor, Ed.D., Ball State University
lhuber@bsu.edu
Presentation 3
It Only Takes 3 Minutes: Centering Self-Care in Teacher Education Courses
This will be an interactive workshop for early childhood teacher educators that will incorporate several modalities: lecture/presentation, engaging in specific self-care practices, and group reflection of the overall experience engaging in self-care and how they can commit to incorporating self-care in their early childhood teacher education courses.
David P. Barry, Ph.D., West Chester University of Pennsylvania
dbarry@wcupa.edu
Jessica Carter, MA Faculty, Appalachian State University/Doctoral Student East TN State University
ETSU carterj4@etsu.edu
Presentation 1
Thrive: Ideas on how to live with ease
This session will use a variety of prompts and written exercises to guide participants through active reflection on their current roles/responsibilities, practices of self-compassion, and ways to enhance self-care habits in their daily lives.
Presentation 2
Thriving Despite Stress Among Early Childhood Teachers During COVID-19
To better understand how early childhood teachers may thrive despite stress, the presenters developed and tested two scales (Teacher Stress Scale and Teacher Thriving Scale) via an online questionnaire administered to a national sample of 122 early childhood teachers. The results revealed convergent validity for teacher thriving and internal reliability for both scales.
Jennifer Chen, Ed.D.Kean University
jchen@kean.edu
Zijia Li Rutgers University
zijiali@nieer.org