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Preparing Early Childhood Educators to Teach Math: Professional Development that Works

by Herbert Ginsburg, Marilou Hyson and Taniesha A Woods Brookes Publishing
Pub Date:
06/2014
ISBN:
9781598572810
Format:
Pbk 248 pages
Price:
AU$78.00 NZ$81.74
Product Status: In Stock Now
add to your cart
Instructors
& Academics:
With 30+ video clips—great for use in teacher training sessions!

If you’re preparing early childhood educators for the critical task of teaching math, this groundbreaking resource is just what you need to plan and implement effective professional development. Translating recommendations from the National Research Council’s early mathematics report into clear and actionable goals, this text is your key to improving the way educators teach math to children ages 3–6. You’ll get an in-depth guide to what math teachers need to teach; a research-based framework for strengthening professional development; and web-based video clips to enhance training sessions and show teachers the “how” of high-quality math instruction. Use this accessible text to guide both pre- and inservice teacher preparation—and ensure better math teaching and higher student achievement.

TEACHER TRAINERS WILL: •understand the classroom challenges of today’s early childhood educators

• see how children’s mathematical minds develop and clarify learning goals for them

• build professional development around five essential goals for high-quality math instruction

• make the most of innovative professional development methods and technologies

• strengthen professional development across settings, including child care, Head Start, and prekindergarten

• promote better math instruction for culturally diverse children and children with disabilities

• evaluate the effectiveness of professional development efforts

PRACTICAL MATERIALS: Enhance your training sessions with 30+ video clips that show successful classroom teaching scenarios and clinical interviews demonstrating the development of a child’s mathematical thinking over a 3-year period. You’ll also get sample workshop outlines and syllabi, engaging teaching strategies, resource lists, and a photocopiable planning tool.

About the Editors
Herbert P. Ginsburg, Ph.D., Marilou Hyson, Ph.D., and Taniesha A. Woods, Ph.D.
About the Contributors
About the Ancillary Materials
Foreword
Sue Bredekamp, Ph.D.
Acknowledgments

Introduction
Herbert P. Ginsburg, Ph.D., Marilou Hyson, Ph.D., and Taniesha A. Woods, Ph.D.
  1. One, Two, Buckle My Shoe: Early Childhood Mathematics Education and Teacher Professional Development
    Sharon Lynn Kagan, Ed.D., and Rebecca Gomez, Ed.D.
  2. Practices, Knowledge and Beliefs about Professional Development
    Marilou Hyson, Ph.D., and Taniesha A. Woods, Ph.D.
  3. Young Children’s Mathematical Minds: (Almost) All about Ben
    Herbert P. Ginsburg, Ph.D.
  4. Goals for Early Childhood Mathematics Teachers
    Juanita V. Copley, Ph.D.
  5. General Features of Effective Professional Development: Implications for Preparing Early Educators to Teach Mathematics
    Martha Zaslow, Ph.D.
  6. Promising Approaches to ECME Professional Development in Pre-Service Settings
    Michael D. Preston, Ph.D.
  7. Promising Approaches to ECME Professional Development in In-Service Settings
    Kimberly Brenneman , Ph.D.
  8. Evaluating Professional Development in Early Childhood Mathematics
    Jessica Vick Whittaker, Ph.D., and Bridget K. Hamre, Ph.D.
  9. The Future?
    Herbert P. Ginsburg, Ph.D., Taniesha A. Woods, Ph.D., and Marilou Hyson, Ph.D.
Appendix Syllabus for HUDK 4027—
Fall 2013: The Development of Mathematical Thinking
Index

Review by: Nancy Jordan, Professor, School of Education, University of Delaware

“Accessible and practical … An essential resource for helping teachers provide high-quality mathematics instruction in preschool, pre-K, and kindergarten programs—a top priority in American education.”

Review by: Jane Wilburne, Associate Professor of Mathematics Education, Penn State Harrisburg

“An essential resource for those who provide professional development to early childhood mathematics educators. This book is full of actionable, research-based strategies that will positively influence children's mathematics knowledge, skills, and dispositions.”

Review by: Barbara Bowman, Irving B. Harris Professor of Child Development, Erikson Institute

“An important book for everyone interested in early math education.”

Review by: Carol Copple, Early Education Consultant

“Good math beginnings are important for children’s school success. Now the key question is how to prepare early childhood teachers to teach math effectively. No one knows more about meeting this challenge than this volume’s highly respected editors and contributors.”

Review by: Sally Moomaw, University of Cincinnati; author, Teaching Mathematics in Early Childhood

“Provides a captivating tool for college instructors and consultants who are involved in early mathematics professional development.”

Review by: Beth Casey, Professor Emeritus and Research Professor, Boston College Lynch School of Education

“Provides the bible for how to approach the teaching of early childhood mathematics at a time when researchers and educators and the government have just woken up to the critical role of early math skills in the individual’s long-term life chances for success.”

Review by: Kelly Mix, Michigan State University

“The only volume I know that brings together child development, instructional practice, and teacher professional development in the area of early childhood mathematics … chapters are rich with state-of-the-art information, but they are clear and accessible.”

Review by: Christina Tondevold, Washington State University

“A great collection of ideas. This book is a must-read if you are working with early childhood educators to help them understand the importance of laying the mathematical foundation for children.”
Herbert P. Ginsburg, the Jacob H. Schiff Professor of Psychology and Education at Teachers College, Columbia University, has conducted basic research on the development of mathematical thinking, with particular attention to young children and disadvantaged populations. He has drawn on cognitive developmental research to develop a mathematics curriculum, Big Math for Little Kids.

Dr. Hyson is Affiliate Faculty Member in Applied Developmental Psychology at George Mason University. Formerly Editor-in-Chief of Early Childhood Research Quarterly and Associate Executive Director for Professional Development with the National Association for the Education of Young Children, Dr. Hyson has consulted in Vietnam, Indonesia, Bangladesh, and Bhutan through the World Bank and Save the Children.

Taniesha A. Woods, Ph.D., is the director of chapter programming and research at Say Yes to Education, Inc. (Say Yes). A theme throughout her career has been studying issues related to educational equity. In Dr. Woods’s role, she is developing a program of research that examines the academic, social, and emotional supports that students and their families need so that students are ready for and successful in the K – 12 grades, college, and life. She also works with the Say Yes chapters using applied research to inform high-quality programming aimed at fostering scholars’ academic achievement and overall well-being. Dr. Woods’s early research investigated how the psychological aspects of education -- parental socialization practices, stereotype beliefs, and identify development-- were related to academic outcomes for African American children and youth. Prior to joining Say Yes, Woods served as a Society for Research in Child Development (SRCD) – American Association for the Advancement of Science Congressional fellow on the U.S. Senate Health, Education, Labor, and Pensions Committee where her portfolio included K – 12 and higher education issues. Woods has also worked as a study director at the National Research Council where she co-edited the book-length report, Mathematics Learning in Early Childhood: Paths toward Excellence and Equity. Most recently, Woods was a senior research associate at Columbia University’s National Center for Children in Poverty where she led action research projects on early childhood education and policy in the areas of mathematics education, teacher professional development, and community-wide education initiatives.

Dr. Woods serves on the SRCD Policy & Communications Committee and is a math curriculum advisor for the Corporation for Public Broadcasting/Public Broadcasting Service. Woods holds a PhD and MA degrees in developmental psychology from the University of North Carolina at Chapel Hill and a BA in psychology and African and African American Studies from the University of Oklahoma. Taniesha is committed to conducting research and developing programs that inform and promote high-quality teaching and learning outcomes for educators and children from all backgrounds with a special focus on those from vulnerable populations.