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Going Beyond Third-Grade Retention to Help Struggling Readers

April 30, 2012

Early educators and child advocates continue to stress the importance of children learning to read by the end of third grade.  Legislators in several states are signaling their interest in this too by proposing third-grade retention policies that keep children from graduating to fourth grade until they can pass a reading test. Is this a smart approach?

A Conversation on ‘Play Dough or iPads’ in Early Ed

April 27, 2012

A recent podcast on BAM Radio delves into some important questions about the implications of the new technology statement from the National Association for the Education of Young Children.  The podcast, titled “Play Dough or iPads in Early Education?,featured the leaders of AEYC chapters from Florida, Texas, and Ohio, as well as myse

The Dept. of Ed’s Advice on Using Title I Funds for Preschool

April 25, 2012

School districts have always been allowed to use federal Title I funds to establish preschool programs for disadvantaged children, and in fact they can use these dollars to support children beginning at birth.  But because Title I is part of the Elementary and Secondary Education Act ( ESEA), currently known as No Child Left Behind, it is most often used to fund K-12 programs. Some school district leaders may not even know that these funds can be used for programs before kindergarten or may be unsure about what is and is not allowed.

Screen Time: Surprises and Suggestions from the Science on Kids' Media

April 12, 2012

On April 10, Lisa Guernsey gave a presentation to the Falls Church PTA on what the latest science is telling parents and educators about the benefits and drawbacks of screen media for children, ages 0 to 8. The presentation was based in part on new research in Screen Time: How Electronic Media -- From Baby Videos to Educational Software -- Affects Your Young Child (Basic Books, 2012).

Digital Media and Its Impact: The Almost Impossible Task of Trying to Assess How E-Media is Affecting Today’s Students

April 5, 2012

On March 14, 2012, Lisa Guernsey gave two presentations at the New York State Educational Media and Technology Association's annual meeting.

E-Books: Can They Improve Students' Reading Comprehension?

April 5, 2012

On March 14, 2012, Lisa Guernsey gave two presentations at the New York State Educational Media and Technology Association's annual meeting. The first, "E-Books: Can They Improve Students' Reading Comprehension?," highlights the emerging research revolving around questions of whether electronic books, especially electronic picture books for young children, can be helpful or harmful as students learn to read.

Reviewing the Results of the Race to the Top – Early Learning Challenge

March 30, 2012

This report is a compilation of six blog posts on the Race to the Top – Early Learning Challenge winners.

Links to each of the six posts can be found on our special RTT-ELC page, and the PDF of the blog series can be found under "related files" in the column to the rignt.






Podcast: New Book on Children's Cognitive Growth, Birth through 3rd Grade

April 2, 2012
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Children undergo tremendous changes in how they think about the world throughout their pre-kindergarten and early elementary school years, presenting a challenge for educators who work in this age span. In a new book, Growing Minds: Building Strong Cognitive Foundations in Early Childhood, an array of experts expound on the development of children's understanding and thought processes, while also providing ideas for fostering this growth in ways that match what is known about human cognitive development.

New Research on Impact of Schools and Teachers on English Language Learners

March 27, 2012

Research on English language learners often focuses on whether children learn more when they are taught only in English or more when they are taught partly in the language they speak at home. A new paper by Wen-Jui Han, a professor at the New York University Silver School of Social Work, sheds light on a different question: how the characteristics of an ELL student’s school affects his or her ability to catch up academically with native English-speaking peers.

Han’s analysis, published in the Jan./Feb. 2012 issue of Child Development, demonstrated that although most ELL students with a Spanish-speaking background score lower than their English-speaking peers on kindergarten reading and math assessments, ELL students improved their academic performance faster than their native-English speaking peers. Han also found that when she controlled for a student’s school and home environment, bilingual students caught up to white, English-speaking students by fifth grade.

“I wanted to do this study because I really believe that when you can speak two languages, it’s an important asset,” Han said.

'Watching Teachers Work' Event at NYU Tomorrow

March 26, 2012

Thanks to the generosity of New York University, the Early Education Initiative is putting on an NYC version of "Watching Teachers Work", the event that drew big crowds in Washington, DC two months ago. We'll present findings from our latest policy paper on new tools for gathering data on what teachers do in the classroom (from infant/toddler prorgrams up through the PreK-12 system) and we'll hear from a principal, two teachers and a coach about how observation data can spur more effective teachings.

Watching Teachers Work: Reframing the Teacher Debates Using Data From Teacher Observations
Tuesday, March 27, 2012 - 9:00am - 11:00am
NYU Steinhardt School of Culture, Education, and Human Development
60 Washington Square South Kimmel Center
New York, NY 10003

More details on our event page. Space is filling up so please RSVP if you haven't already. Hope to see some of our NYC readers there tomorrow morning!

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