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  • Educational science and education research  (4)
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  • Educational science and education research  (4)
  • 1
    Online Resource
    Online Resource
    Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring Measures for Kindergarten and First-Grade Students
    SAGE Publications ; 2012
    In:  Assessment for Effective Intervention Vol. 37, No. 2 ( 2012-03), p. 118-126
    Details
    In: Assessment for Effective Intervention, SAGE Publications, Vol. 37, No. 2 ( 2012-03), p. 118-126
    Abstract: The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some measures, and low reliability was reported for quantity discrimination, as well as for the next number and number facts measures. Concurrent criterion validity coefficients comparing the measures with student performance on the Woodcock-Johnson Tests of Achievement–Third Edition (WJ III) resulted in weaker coefficients as compared to previous studies that have compared similar measures with the WJ III. Hierarchical linear modeling was used at each grade level to ascertain the ability of the six measures to model weekly growth trajectories over 13 weeks. All measures produced growth rates that were significant across time, for both kindergarten and first grade, with linear growth observed for all measures.
    Type of Medium: Online Resource
    ISSN: 1534-5084 , 1938-7458
    URL: Article
    DOI: 10.1177/1534508411414151
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2012
    detail.hit.zdb_id: 2296039-9
    SSG: 5,3
    Location Call Number Limitation Availability
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    Online Resource
  • 2
    Online Resource
    Online Resource
    Video Interactions for Teaching and Learning (VITAL): Analyzing Videos Online to Learn to Teach Early Childhood Mathematics
    SAGE Publications ; 2009
    In:  Australasian Journal of Early Childhood Vol. 34, No. 2 ( 2009-06), p. 19-23
    Details
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 34, No. 2 ( 2009-06), p. 19-23
    Abstract: THE MOST PRESSING NEED in early childhood mathematics education in the United States is to improve early childhood teacher preparation. A Web-based video system, “Video Interactions for Teaching and Learning (VITAL),” is a novel and effective approach for teacher preparation integrated into early childhood mathematics education courses. With extensive analysis of videos involving children's mathematical thinking, VITAL provides prospective teachers with engaging and intellectually stimulating hands-on and minds-on learning experiences that supplement the traditional textbook and readings.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    URL: Article
    DOI: 10.1177/183693910903400204
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2009
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
  • 3
    Online Resource
    Online Resource
    Item-Level and Construct Evaluation of Early Numeracy Curriculum-Based Measures
    SAGE Publications ; 2012
    In:  Assessment for Effective Intervention Vol. 37, No. 2 ( 2012-03), p. 107-117
    Details
    In: Assessment for Effective Intervention, SAGE Publications, Vol. 37, No. 2 ( 2012-03), p. 107-117
    Abstract: The present study examined the technical adequacy of curriculum-based measures (CBMs) of early numeracy. Six 1-min early mathematics tasks were administered to 137 kindergarten and first-grade students, along with an omnibus test of early mathematics. The CBM measures included Count Out Loud, Quantity Discrimination, Number Identification, Missing Number, Next Number, and Number Facts. Alpha and split-half reliabilities were assessed, and construct validity and criterion validity (both concurrent and predictive) were examined. In addition, an item analysis was conducted for each measure using classical test theory and item response theory approaches, specifically using a Rasch model. Results indicated that the measures produced moderately strong reliability coefficients, satisfactory item difficulty and discrimination, evidence to support both concurrent and predictive validity with the standardized early mathematics test, and the tasks appeared to be measuring the construct of early numeracy proficiency.
    Type of Medium: Online Resource
    ISSN: 1534-5084 , 1938-7458
    URL: Article
    DOI: 10.1177/1534508411431255
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2012
    detail.hit.zdb_id: 2296039-9
    SSG: 5,3
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
  • 4
    Online Resource
    Online Resource
    Early Childhood Teachers' Misconceptions about Mathematics Education for Young Children in the United States
    SAGE Publications ; 2009
    In:  Australasian Journal of Early Childhood Vol. 34, No. 4 ( 2009-12), p. 37-45
    Details
    In: Australasian Journal of Early Childhood, SAGE Publications, Vol. 34, No. 4 ( 2009-12), p. 37-45
    Abstract: In this article we discuss nine common misconceptions about learning and teaching mathematics for young children that are widespread among prospective and practicing early childhood teachers in the United States. These misconceptions include: 1. Young children are not ready for mathematics education; 2. Mathematics is for some bright kids with mathematics genes; 3. Simple numbers and shapes are enough; 4. Language and literacy are more important than mathematics; 5. Teachers should provide an enriched physical environment, step back, and let the children play; 6. Mathematics should not be taught as a stand–alone subject matter; 7. Assessment in mathematics is irrelevant when it comes to young children; 8. Children learn mathematics only by interacting with concrete objects; 9. Computers are inappropriate for the teaching and learning of mathematics. These misconceptions often interfere with understanding and interpreting the new recommendations of early childhood mathematics education (NAEYC & NCTM, 2002), and become subtle (and sometimes overt) obstacles to implementing the new practices in the classrooms. We hope this article provides an opportunity for practitioners to examine and reflect on their own beliefs in order to become more effective and proactive early childhood mathematics teachers.
    Type of Medium: Online Resource
    ISSN: 1836-9391 , 1839-5961
    URL: Article
    DOI: 10.1177/183693910903400406
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2009
    detail.hit.zdb_id: 2526920-3
    SSG: 5,3
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
    Online Resource
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