Handbook of Research-Based Practice in Early Education

Edited by D. Ray Reutzel

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April 24, 2013
ISBN 9781462510184
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458 Pages
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Written expressly for early childhood educators, and those who support their professional development, this handbook distills essential knowledge about how to help all PreK-3 learners succeed. Leading experts describe doable ways to create effective learning environments and implement instructional practices with a strong evidence base. Engaging vignettes illustrate discussions of such topics as differentiated instruction, response to intervention, the Common Core standards, social and emotional learning, assessment, and teaching across the curriculum. Each chapter links cutting-edge research to practical applications, examples, and professional development activities.

“This book tackles a 'missing link' in our field, translating research evidence into effective practices for promoting young children's development and learning. Attention is given to evidence-based instructional practices in different curricular domains, the roles of children's environments, and individual characteristics related to early learning. The breadth of coverage makes this volume a particularly valuable resource for advanced undergraduate- and graduate-level courses.”

—Karen E. Diamond, PhD, Department of Human Development and Family Studies, Purdue University


“What a treat it was to read this comprehensive treasure trove of information on early education practices. Each chapter opens with a vignette situating its topic within an authentic context, followed by a literature review that summarizes the research base. The truly exceptional part of each chapter is the discussion of implications and applications of the research base for practice. Author after author provides suggestions, leads the reader through descriptions of actual practices, and offers explanations, interpretations, and important insights. Reutzel has produced an absolutely wonderful 'must-have' work for the early education community.”

—Judith Schickedanz, PhD, Professor Emerita, School of Education, Boston University


“Edited and written by nationally recognized experts, this handbook is extremely timely and informative. The volume challenges all early childhood professionals to use the best evidence-based practices in their daily work. The section on 'one size doesn't fit all' provides valuable information on individualization as well as managing classrooms so that all children can learn. The chapters are very readable—something not always found in handbooks—and the selection of topics is strong. For use as a text, the focus on research-based practice will appeal to instructors who want to make sure they are providing cutting-edge content to their undergraduate or graduate classes.”

—Barbara Hanna Wasik, PhD, William R. Kenan Jr. Distinguished Professor of Education, University of North Carolina at Chapel Hill

Table of Contents

I. All Stakeholders on Deck

1. How We Can Change the Odds for Children At Risk: Principles for Effective Leadership in Early Childhood, Susan B. Neuman

2. Every Teacher Learning: Professional Development Design in P–3 Literacy Practice, Kathleen A. Roskos

3. The Preparation of Early Childhood Teachers: Fundamental Components of a Teacher Education Program, Olivia N. Saracho

4. Involving Parents and Community Members: Coming Together for Children, Douglas R. Powell

5. Advocacy for Young Children: Engaging with Policymakers and the Politically Powerful, Judith E. Kieff

II. One Size Doesn't Fit All

6. Designing and Managing Effective Early Childhood Classroom Environments, D. Ray Reutzel & Cindy D. Jones

7. Learning through Play, Lesley Mandel Morrow, Samantha B. Berkule, Alan L. Mendelsohn, Kellyanne M. Healey, & Carolyn Brockmeyer Cates

8. Differentiating Instruction, Carol Ann Tomlinson & Marcia B. Imbeau

9. Teaching Young English Learners, Claude Goldenberg, Judy Hicks, & Ira Lit

10. Timely Support for Struggling Learners: Response to Intervention, Amanda C. Miller, Jessica R. Toste, Douglas Fuchs, & Lynn S. Fuchs

11. Digital Reading and Writing: Pedagogy for the Digital Child, Linda D. Labbo & Silvia Noguerón-Liu

12. Motivating and Engaging Children in Early Childhood Settings, M. Deanna Ramey & Linda B. Gambrell

III. Effective Teaching Standards, Curricula, and Assessment

13. Common Core State Standards: Educating Young Children for Global Excellence, Timothy Shanahan

14. Effective Programs of Instruction for All Students, Michael C. McKenna & Sharon Walpole

15. Enhancing Social and Emotional Learning, Bonnie Brinton & Martin Fujiki

16. Assessing Young Children's Learning, Ruth Alfaro Piker & Abigail M. Jewkes

17. Assessing the Effectiveness of Environments and Instruction in Early Childhood Settings, Bridget E. Hatfield & Robert C. Pianta

IV. Effective Instruction Across the Curriculum

18. Promoting Physical Literacy and Activity in Young Children, Jacqueline D. Goodway, John C. Ozmun, Shannon T. Dieringer, & Jihyun Lee

19. No Fine Art Left Behind: Creative and Expressive Education, Sylvia Munsen

20. Instructional Design That Leads to the Development of Young Scientists, Susan A. Kirch 

21. Solving Problems: Mathematics for Young Children, Douglas H. Clements & Julie Sarama

22. Read Me a Story: Reaping the Benefits of Reading for Young Children, Lea M. McGee

23. How Do You Write?: Writing for Young Children, Steven Graham & Karen R. Harris

24. Learning to Work It Out: Social Education for Young Students, Linda S. Levstik

25. Talk It Out: Building Oral Language, Christina Yeager Pelatti, Mary Beth Schmitt, & Laura M. Justice


About the Editor

D. Ray Reutzel, PhD, is the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Childhood Education at Utah State University. He serves on the Board of Directors of the Literacy Research Association (2012-2015) and is a past president of the Association of Literacy Educators and Researchers and a past board member of the International Reading Association (IRA). A member of the Reading Hall of Fame, Dr. Reutzel received the John C. Manning Public School Service Award from the IRA. He has published more than 200 research reports, articles, book chapters, and books.

Contributors

Samantha B. Berkule, PhD, Department of Psychology, Marymount Manhattan College, and Department of Pediatrics, Bellevue Hospital Center, New York University Medical School, New York, New York

Bonnie Brinton, PhD, Department of Communication Disorders, David O. McKay School of Education, Brigham Young University, Provo, Utah

Carolyn Brockmeyer Cates, PhD, Department of Pediatrics, New York University Medical Center, New York, New York

Douglas H. Clements, PhD, Morgridge College of Education, University of Denver, Denver, Colorado

Shannon T. Dieringer, PhD, School of Physical Education, Sport, and Exercise Science, College of Applied Sciences and Technology, Ball State University, Muncie, Indiana

Douglas Fuchs, PhD, Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee

Lynn S. Fuchs, PhD, Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee

Martin Fujiki, PhD, Department of Communication Disorders, David O. McKay School of Education, Brigham Young University, Provo, Utah

Linda B. Gambrell, PhD, Eugene T. Moore School of Education, Clemson University, Clemson, South Carolina

Claude Goldenberg, PhD, School of Education, Stanford University, Stanford, California

Jacqueline D. Goodway, PhD, School of Physical Activity and Educational Services, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona

Karen R. Harris PhD, Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona

Bridget E. Hatfield, PhD, Center for Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville, Virginia

Kellyanne M. Healey, MEd, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Judy Hicks, MA, School of Education, Stanford University, Stanford, California

Marcia B. Imbeau, PhD, Department of Curriculum and Instruction, College of Education and Health Professions, University of Arkansas, Fayetteville, Arkansas

Abigail M. Jewkes, PhD, Department of Child Development and Family Relations, College of Human Ecology, East Carolina University, Greenville, North Carolina

Cindy D. Jones, PhD, School of Teacher Education and Leadership, Utah State University, Logan, Utah

Laura M. Justice, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Judith E. Kieff, EdD, Department of Curriculum and Instruction, University of New Orleans, New Orleans, Louisiana

Susan A. Kirch, PhD, Department of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Linda D. Labbo, PhD, Department of Language and Literacy Education, College of Education, University of Georgia, Athens, Georgia

Jihyun Lee, PhD, School of Physical Activity and Educational Services, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Linda S. Levstik, PhD, Department of Curriculum and Instruction, College of Education, University of Kentucky, Lexington, Kentucky

Ira Lit, PhD, School of Education, Stanford University, Stanford, California

Lea M. McGee, EdD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Michael C. McKenna, PhD, Department of Reading Education, Curry School of Education, University of Virginia, Charlottesville, Virginia

Alan L. Mendelsohn, MD, Department of Pediatrics, Bellevue Hospital Center, New York University Medical School, New York, New York

Amanda C. Miller, PhD, Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee

Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Sylvia Munsen, PhD, School of Teacher Education and Leadership, Utah State University, Logan, Utah

Susan B. Neuman, EdD, Department of Educational Studies, School of Education, University of Michigan, Ann Arbor, Michigan

Silvia Noguerón-Liu, PhD, Department of Language and Literacy Education, College of Education, University of Georgia, Athens, Georgia

John C. Ozmun, MS, PED, Division of Health and Human Performance, Indiana Wesleyan University, Marion, Indiana

Christina Yeager Pelatti, PhD, School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Robert C. Pianta, PhD, Center for Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville, Virginia

Ruth Alfaro Piker, PhD, Department of Teacher Education, College of Education, California State University, Long Beach, California

Douglas R. Powell, PhD, Department of Human Development and Family Studies, Purdue University, West Lafayette, Indiana

M. Deanna Ramey, MAT, School of Education, Clemson University, Clemson, South Carolina

D. Ray Reutzel, PhD, School of Teacher Education and Leadership, Utah State University, Logan, Utah

Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University, University Heights, Ohio

Olivia N. Saracho, PhD, Department of Teaching, Learning, Policy, and Leadership, College of Education, University of Maryland, College Park, Maryland

Julie Sarama, PhD, Morgridge College of Education, University of Denver, Denver, Colorado

Mary Beth Schmitt, MS,School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, Ohio

Timothy Shanahan, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago, Chicago, Illinois

Carol Ann Tomlinson, EdD, Curry School of Education, University of Virginia, Charlottesville, Virginia

Jessica R. Toste, PhD, Department of Special Education, Peabody College of Vanderbilt University, Nashville, Tennessee

Sharon Walpole, PhD, School of Education, University of Delaware, Newark, Delaware

Audience

Teacher educators and researchers in early education, early literacy, child development, and special education; school and child care administrators; professional development providers, coaches, and teachers in PreK–3.

Course Use

May serve as a text in advanced undergraduate- and graduate-level courses.