Handbook of Research-Based Practice in Early Education
Edited by D. Ray Reutzel
Request a free digital professor copy on VitalSource ?“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 Deck1. 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 YorkBonnie 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