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Concurrent Paper or Practice Presentations - There will be up to two presentations at each meeting. When selecting a breakout room please report through the corresponding breakout room and plan to converse throughout the entire session.
Concurrent Paper or Practice Presentations - There will be up to two presentations at each meeting. When selecting a breakout room please report through the corresponding breakout room and plan to converse throughout the entire session.
Please leave presentation feedback here
Breakout Room 10
Breakout Room 10
Host: Farhana Afroz
Presentation 1
Presentation 1
"Visualizing Math Learning Environments: Insights into Preservice Teachers' Classroom Approaches
"Visualizing Math Learning Environments: Insights into Preservice Teachers' Classroom Approaches
Preservice teachers (PSTs) conceptualize what it means to be a math teacher in a multitude of ways. How they depict math in their classrooms offers insights into their feelings, attitudes, and instructional beliefs. The session will present research literature on the development of math teacher identity, feelings toward math, and instructional practices. The session will then discuss research utilizing the Draw-A-Math-Teacher Test (DAMTT). It will end with a discussion about the difficulty and importance of (re)defining constructivist math practices.
Beisly, A.H. & Moffitt, A. (2024, June). Visualizing Math Learning Environments: Insights into Preservice Teachers' Classroom Approaches. Paper presented at the meeting of the National Association of Early Childhood Teacher Educators’ Summer Conference, Virtual.
Presentation 2
Presentation 2
Preschool Teachers' Self-Efficacy in Teaching Mathematics
Preschool Teachers' Self-Efficacy in Teaching Mathematics
It is ascertained that teachers’ self-efficacy in teaching mathematics plays a vital role in students’ success in mathematics. This study investigates the perceived self-efficacy of preschool teachers in teaching mathematics and the variables that influence this perception. Another objective is to determine whether this self-efficacy toward teaching mathematics impacts how much mathematics is included in their daily plans. A holistic multiple case study approach will be employed to conduct this research, where the participants will be eight preschool teachers from some public and private preschools.
Breakout Room 11
Breakout Room 11
Host: Kate Puckett
Presentation 1
Presentation 1
What Helping Professions’ Codes of Ethical Conduct Say about Well-Being
What Helping Professions’ Codes of Ethical Conduct Say about Well-Being
This session will focus on the role of well-being and self-care in codes of ethical conduct from professions within and outside of education. I will share results from a content analysis of 18 professional Code of Ethics documents. Eight of these, all from professions typically categorized as helping professions, include content about well-being as an ethical responsibility. A notable exception is NAEYC’s Code of Ethical Conduct. We will discuss implications for early childhood education, advocacy, and teacher education, specifically related to NAEYC’s ongoing collective revision of the Code of Ethical Conduct.
Breakout Room 12
Breakout Room 12
Host: Cecilia Scott-Croff
Presentation 1
Presentation 1
Using simulations to prepare teacher candidates for caregiver interactions
Using simulations to prepare teacher candidates for caregiver interactions
This session will focus on varied methods used to prepare teacher candidates to interact with diverse caregivers. Senior level candidates were given fictitious student scenarios pulled from the researchers experience in past classroom settings. They were then asked to lead a simulated conference with either (1) peer role play (2) parent as actor or (3) avatar simulation. Quantitative and qualitative data were examined to uncover the preferred methods as well as bring to light obstacles to effective conferences.
Article: https://eric.ed.gov/?id=EJ1344651
Presentation 2
Presentation 2
From Theory to Practice: Diversity, Equity, and Inclusion Comes Alive in Your Work with Children and Families
From Theory to Practice: Diversity, Equity, and Inclusion Comes Alive in Your Work with Children and Families
Many educators and other professionals working with young children have been involved in various discussions and/or workshops about diversity, equity, inclusion, and anti-racism. There are many who struggle to take theory and transform it into practice. There are those who do the work parallel to what they have always done. To ensure the work is infused in the work we should look at history, advocacy, and culture. Being culturally sensitive and competent creates a new perspective to incorporate the work.
From Theory to Practice Diversity, Equity, and Inclusion in Your Work with Children and Families for June 10, 2024.pdf*Click image to view entire presentation*
Breakout Room 13
Breakout Room 13
Host: Da Hei Ku
Presentation 1
Presentation 1
Data embargoes as a challenge to ethical early childhood practices: A comparative case study
Data embargoes as a challenge to ethical early childhood practices: A comparative case study
This paper explores the ethics and challenges related to data embargoes, meaning that certain student data is withheld from teachers' usage in the classroom in testing intensive contexts. In this comparative case study from public early childhood classrooms in two states, we explore teachers' and children's race-forward and class-forward responses to data embargoes as well as possible responses from teachers and teacher education.
Presentation 2
Presentation 2
Teaching ethics and inclusion: A literature review
Teaching ethics and inclusion: A literature review
This scoping review of literature examined how ethics is taught within teacher education programs, with a specific focus on inclusion. Applying Disability Studies and Critical Race Theory (DisCrit), this study brings to light the urgent need to teach the complexity of ethics within teacher education programs, and specifically, inclusion within ethics instruction. As a springboard, the findings of this study begin the conversation to incorporate inclusion practices within the study of ethics so that preservice teachers are better equipped to support children and families from diverse backgrounds and dis/ability.
Ku, D. & Acar, S. (2024, June 10). Teaching ethics and inclusion: A literature review [Paper presentation]. National Association of Early Childhood Teacher Educators Conference, Virtual.
Breakout Room 14
Breakout Room 14
Host: Kelli Odden
Presentation 1
Presentation 1
Perspective Taking as a Core Professional Disposition to Support Early Childhood Teacher Candidates’ Ethical Decision Making
Perspective Taking as a Core Professional Disposition to Support Early Childhood Teacher Candidates’ Ethical Decision Making
We engage in an interactive discussion of the approaches we have used to support our early childhood teacher candidates to engage in perspective taking as an underpinning for ethical decision making. As part of a larger collaborative self-study of our practices, we probe the ways in which we model and provide field-based experiences and simulations and the discussions in the teacher education classrooms for teacher candidates of young children to become empathetic teachers. We further explore the impact of these experiences as evident in their professional dispositions and the ways they address ethical dilemmas.
McGowan, K., Muccio L., & Christenson, L. Perspective taking as a core professional disposition to support early childhood teacher candidates’ ethical decision making, National Association of Early Childhood Teacher Educators, June 2024 (Synchronous Presentation).
Presentation 2
Presentation 2
ECE Teacher Educators' Ethical Dilemmas: Using the Critical Incident Approach to Improve Practice
ECE Teacher Educators' Ethical Dilemmas: Using the Critical Incident Approach to Improve Practice
This presentation shares findings from a study on ECE teacher educators’ examination of critical incidents around the practice of Anti-bias education in diverse institutional contexts. The use of a Critical Incident Approach within a Community of Practice (CoP) focused on ABE praxis and the outcomes of our collective examination of dilemmas raised within the critical incidents, will be discussed. Resources, tools, and learnings about new pedagogical practices, will be shared.
Kumar, A.R., Espinosa-Cordoba, T., & McCormick, K. (2024, June 10). ECE Teacher Educators' Ethical Dilemmas: Using the Critical Incident Approach to Improve Practice [Conference Presentation]. NAECTE Summer 2024 Virtual Conference, United States.
Breakout Room 15
Breakout Room 15
Host: Pamela Evanshen
Presentation 1
Presentation 1
Preschool Teacher and Administrator Beliefs about Physical Activity in Early Childhood Settings
Preschool Teacher and Administrator Beliefs about Physical Activity in Early Childhood Settings
Physical Activity (PA) is valued in early childhood education (ECE) programs as crucial for young children’s holistic development and well-being. We present findings from a scoping review of existing studies identifying ways PA has been conceptualized and trends in ECE teacher and administrator perspectives of their role in facilitating PA and barriers inhibiting PA practices. We present a framework for conceptualizing PA in ECE based on this review. Findings contribute to our understanding of factors influencing PA in ECE and can inform the preparation of early educators for promoting children's holistic development through PA.
Fusaro, M., Slusser, E., & Lee J., Chang, S.H., Golloher, A. & Silva, J. (2024, June 10). Preschool teacher and administrator beliefs about physical activity in early childhood settings [Conference Paper Presentation]. National Association of Early Childhood Teacher Education Virtual Summer Conference, Online.
Presentation 2
Presentation 2
Shifting Lenses: A Conceptual Framework for Teachers' Image of the Child
Shifting Lenses: A Conceptual Framework for Teachers' Image of the Child
The Developmental Cascades conceptual framework addresses ethical considerations that early childhood educators face. Research has shown us that ethical dilemmas have changed over time, and the treatment of children has to change as well, in order to adapt to new models and our new society structure. This study is supported by an ongoing literature review that guides us to understand and evaluate how a child evolves over time, what are the circumstances and factors that affect their development. The proposed study will focus on analyzing survey data about how professionals understand child development.
Walker, K, Stankovic-Ramirez, Z, Heinrich, M., Uribe Montserrat, D., McLellan-Bujnak, D., Rose, R., Murcia, C., Mercado-Sierra, M., & Thompson, J. (2024). Shifting Lenses: A Conceptual Framework for Teachers' Image of the Child. NAECTE Summer Conference - Virtual.
Breakout Room 16
Breakout Room 16
Host: Dr. Crystal Loose
Presentation 1
Presentation 1
Early Childhood Program Curriculum Innovation Project: Addressing Complexities of Quality Content and Distance Learning
Early Childhood Program Curriculum Innovation Project: Addressing Complexities of Quality Content and Distance Learning
One Early Childhood Higher Education Program addresses the question: how can a curriculum innovation process support the integration of content and practices that align with our national, state and community need in an engaging, experiential online format? The program addressed this ethical complexity through a three-year process of curriculum innovation guided by the NAEYC Standards and Competencies emphasizing community-based priorities that included tribal perspectives and trauma informed approaches. There is need to address the ethical complexities of distance learning as it relates to creating meaningful, practice-based curriculum for early childhood professionals, pre-service and in-service.
Red Bird, N. L. (June, 2024). Early childhood program curriculum innovation project: Addressing complexities of quality content and distance learning. National Association of Early Childhood Teacher Educators Conference.
Presentation Resource: https://drive.google.com/drive/folders/1KaOOxqG8VOlnVill-EZBjRZfgSN2FWyQ
Presentation 2
Presentation 2
Plant the Seed of Learning: Preservice Teacher Education
Plant the Seed of Learning: Preservice Teacher Education
This session will share results of a qualitative study completed in X to engage with caregivers and their children beginning at birth. Caregivers attended sessions that provided them with developmentally appropriate play ideas for their home environments, as well as information pertaining to kindergarten readiness and developmental milestones. These sessions were used to educate future teacher educators during COVID and contributed to research on project-based learning as a method of instruction and assessment.
Breakout Room 17
Breakout Room 17
Host: Courtney Dewhirst
Presentation 1
Presentation 1
Teaching On Days After: Emerging Successes and Tensions in ECTE
Teaching On Days After: Emerging Successes and Tensions in ECTE
This session will center on our reflective practice when engaged in equity- and justice-oriented conversations and pedagogies with our early childhood and elementary teacher candidates, inspired by our recent engagement in a reading group of the book “Teaching on Days After” (Dunn, 2022). We will present emerging successes and tensions related to themes of vulnerability and transparency as we explore Teaching on Days After pedagogy and begin to unpack related concepts such as “creative insubordination” and what this might mean to ECEE teachers and teacher educators.
Koestler, C., Wolfe, A., Peasley, T. M., Lisy, J, and Weiss, C. H. (To be presented 2024, June). Teaching on days after: Emerging successes and tensions in Early Childhood Teacher Education. National Association of Early Childhood Teacher Educators Annual Conference. (online).
Presentation 2
Presentation 2
Meeting Today’s Students: Trends from Early Childhood Teacher Education Program Data
Meeting Today’s Students: Trends from Early Childhood Teacher Education Program Data
The shortage of qualified early childhood teachers poses a critical challenge in higher education. However, institutional barriers and evolving demographics make degree attainment more challenging. Utilizing archival data from a rural higher education institution, this study examined trajectories of aspiring early childhood teachers and followed the shifting pathways to certification. Using data analytics, we examined the length, sequence, and academic success (GPA, graduation rate) of preservice early childhood teachers who were either: (1) first-time freshman, (2) post-baccalaureate, or non-traditional students (including transfers, returners, and late starters). Results and implications for early childhood teacher educators are discussed.
Mollenkopf, D., Costello, C., Trainin, G., Jolly, T., Husbye, N., & Steiner, A. (June, 2024). Meeting Today’s Students: Trends from Early Childhood Teacher Education Program Data. National Association of Early Childhood Teacher Educators (NAECTE). Virtual Conference.
Session 2, Presentation 2, Meeting Today’s Students Trends from Early Childhood Teacher Education Program Data.pdf*Click image to view entire presentation*
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