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The author discusses American philosopher, psychologist, and educator John Dewey and the Laboratory School he founded at the end of the nineteenth century at the University of Chicago, where he conducted important studies of child development. The author notes the influence of Dewey's theory of (and pedagogical guidelines for) children's play, which he initially formulated between 1896 and 1900 and which subsequently influenced such play theorists as Lev S. Vygotsky and Loris Malaguzzi. However, the author asserts, the literature on play has largely neglected Dewey and contains no account of his important and influential early works about play, a gap he intends this article to fill.

Early childhood education contexts are complex and diverse and thus require leadership approaches that connect with the values and beliefs of that field. Currently the research on leadership in early childhood education is limited and it would benefit from research into innovative approaches employed in very different but comparable locations. This article presents findings from a cross-case analysis exploring the role of leadership in two early childhood education settings: a university laboratory school in the United States of America and a public school in Australia. Drawing on cultural models theory, we argue that co-constructing leadership in context is a useful alternative to traditional hierarchical approaches to leadership. Each site's co-construction of leadership provided an opportunity for leadership to be developed organically and to be shared amongst the community of learners. The findings demonstrate how co-constructed leadership promotes a democratic environment for all members of a learning community.

This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.

Character education is considered important as it will cause moral degradation when it is not appropriately taught to the students in school. This study aims to investigate the character education program in Indonesia, particularly at the secondary school level. This study utilized a descriptive method with a qualitative approach. To obtain the data, 20 people participated in this study, including teachers, students, vice school principals, and the school principals from Labschool Jakarta. To get valuable data, an in-depth interview, and focus group discussion (FGD), were used. The data was analyzed using Cresswell method, which consists of transcribing, coding, triangulation, and data display. The study results show that, firstly, the schools have a wide variety of programs that can help to shape students' characters. For example, there was a trip observation for the newly enrolled students in the school. This character education program helps students understand environmental care values from people living in the countryside, so that they can learn local values that can focus on assisting students character foundation. Secondly, Labschool Jakarta also provide some international events that can help students to have a deep understanding of their worldwide, particularly about how the country manages their cleanliness. Finally, the characteristic that is applied in Labschool is focused on the environmental care value. This research implies other teachers and schools that can learn how to teach character education to students. This research recommends all teachers and educators educate character for their students in primary school.

Young children's symbolic representations are important to emergent literacy; therefore, this study focused on children's spontaneous block building and picture drawing in preschool. The goals of this exploratory study were: (1) investigate the relation between the complexity of block play, picture drawing details, and performance on an emergent literacy assessment, (2) analyze block play complexity and its relation to details in picture drawing, and (3) explore the demographic variables related to block play and picture drawing. Nineteen preschool children from a university laboratory school were participants in this study. Results indicated that block play complexity (structure complexity, unique blocks used and total number of blocks used) were highly correlated to children's emergent literacy scores. Additionally, children's picture drawing showed strong relationships to the literacy assessment score. Further, a significant drawing-writing connection was revealed. There were no gender differences found for picture drawing; however, there was a significant gender difference in the number of blocks used during block play, with girls using more than boys. The study suggests that children who demonstrate more complexity in their block building also display more details within their picture drawing.

The study aimed to determine the effectiveness of gamifying instruction in the English language proficiency of Grade 8 Filipino ESL students in one University in Bicol, Philippines, that offers Junior High School. The quasi-experimental single pretest-posttest design was used in the study. The researcher-made test which underwent series of validation was given before and after the intervention period to determine the level of English proficiency and level of effectiveness of the games. Statistical treatment was done employing frequency count, T-test and Analysis of Variance (ANOVA). The findings revealed that there was significant difference between the pretest and posttest of the respondents using gamification. Thus, it can be inferred that the games helped in improving the level of English proficiency of the Grade 8 students. The statistical test results disclosed further that the effectiveness of the three games introduced to the students were significantly high. With these findings, it was recommended that language teachers should use gamification as supplementary instructional material in improving the English proficiency of the students.

This research attempted to study how using an advance organizer model can influence meaningful learning of new concepts for ESL learners in collaborative classrooms. The objectives were 1) to study the effects of using the advance organizer model, and 2) to study the student achievement after using the advance organizer model to compare to the 80 percent criterion. The study sample is purposively limited to 20 students in a class of the Introduction to Skills for Leadership and Management at Mahidol University International Demonstration School, Thailand. Post-test and observation forms were used as research tools. The data were analyzed by content analysis, mean and standard deviation. The findings revealed that 1) The effects occurred in both instructional and nurturant effects. The students engaged effectively in learning and acquiring information. Students discussed and exchanged information using existing knowledge and experiences to connect and explain the ideas to others. The instructional design also meets the steps of the advance organizer model. The teacher designed the tasks of learning follows the three phases of the advance organizer format. 2) The student achievement after using the model to meet the criteria of 80. This study reflects that the model can influence meaningful learning of new concepts and improve academic achievements for ESL learners in collaborative classrooms. However, few researchers have addressed the problem of collaborative learning in large courses. Hence, further study should focus on implementing the model with higher numbers of students to confirm its effectiveness.

During the COVID-19 pandemic, we founded an Online Laboratory School (OLS) under the roof of a university in Turkey to support students from public schools that were not technologically prepared for an online education and to provide an opportunity for our pre-service teachers (PSTs) to continue their internship by teaching online. The purpose of this research, consisting of two studies, was to examine experiences of 43 PSTs (first-, third- and fourth-years) during the OLS period of 8 weeks and how the OLS affected their mathematics teaching anxiety during Fall 2020. In the first study, we administered a survey to inquire into PSTs' views on their experiences at the OLS, and in the second study we examined their mathematics teaching anxiety before and after the OLS experience using another survey. One main result was that the OLS experience served as an effective introduction to the profession for first-year PSTs and fourth- and third-year PSTs reported learning in-depth about online teaching in terms of the planning, teaching, and reflecting cycle. Another main result was that PSTs had mathematics teaching anxiety from "a little" to "a moderate amount" before the OLS and their teaching anxiety did not significantly change during the OLS period of 8 weeks. PSTs experienced highest mathematics teaching anxiety when they were observed and evaluated by supervisors during their teaching. The implications of these findings are discussed for teacher education programs.

This paper explores the use of a mediated field experience (MFE) for teacher candidates in a middle school setting, a small laboratory school. This work focuses on adjustments made for the MFE to function in an online environment during remote instruction caused by a worldwide pandemic. Teacher candidates completed a learning cycle focused on experiencing mathematics as a learner, planning for mathematics instruction, implementing mathematics instruction, and analyzing teaching episodes alongside a mathematics teacher who is also the mathematics teacher educator for a methods course. Teacher candidates reflected on this experience positively, noting the benefits of learning how to teach effectively online in a safe and supportive environment. This paper will share the highlights and challenges for the mathematics teacher educator regarding the shifting of pedagogy to meet the current educational climate.

The school, being the second home of pupils, is the second major force in the formation of the pupils' moral structure. It should be the crucial partner of the home in tempering the character of the youth and children with unbending quality, especially in values formation. In this case, it is necessary to evaluate the current status of values teaching and its implication for child development. The study utilized the descriptive design, particularly survey method. This method was used to describe the Christian value formation and levels of child development of pupils. The samples used for the study consisted of a total of fifty (50) Grade VI pupils aged from 11 to 14 years old. Convenience sampling technique was used. A descriptive method was applied in depicting the implication of these values to the community development. The study was done at the Benguet State University Elementary Laboratory School and BSU Guidance Office in La Trinidad, Benguet, Philippines. In sum, mean value ratings on holistic child development domains have indicated that ratings among pupils on the five (5) holistic child development aspects ranged from 2.35 to 2.87 indicating that these domains are manifested by pupils in the school excellently, except for the cognitive which reaches a satisfactory 2.35. The overall rate is 2.77 at the excellent level. This can be attributed to the very strong directive of the school to develop its pupils holistically preparing them to embrace life with the essential level of skills needed to address the rudiments of the formative years and unto the next level of education for them. Christian values in terms of repentance, reconciliation, stewardship, faith, worship of God perseverance, hope, trustworthiness, and responsibility were highly manifested by the pupils of the BSU Elementary Laboratory School because values education was integrated in the school curriculum.

Successful educator preparation programs rely on partnerships with K-12 schools. The literature emphasizes the importance of strong partnerships, but illustrates limitations in creating and maintaining partnerships that meet the needs of all parties--the partnering school and its students, the college/university and teacher candidates. The purpose of this article is to share valuable lessons learned from two professors' return to the field.

The resiliency of literacy clinics was tested during 2020-2021, as many pivoted from in-person (F2F) to online or 3-way remote learning because of the COVID-19 pandemic. University-based literacy clinics advance teacher education, provide services to K-12 students who may need instructional support, and are a laboratory for research. The purpose of the study was to examine modifications in literacy instruction and assessment as a consequence of the changes in modality. Participants (n = 58) were literacy clinic directors/instructors from multiple states and countries. Data were analyzed in three phases: researchers individually coded; multiple teams cross-checked; a macro team collated across themes. Alterations during the pandemic involved place, time, types of texts, innovative instructional tools, and new ways of operationalizing literacy assessment and instruction. Some clinics used technology to transform instruction and innovate, while for others the goal was to replicate existing practices. Teachers, students in the context of their families, and teacher educators demonstrated resiliency, resourcefulness, and creativity in the face of interruptions and stress. Findings, viewed through the lens of the TPACK framework, can help us understand how transformations in instruction and assessment affect literacy learning not only in the context of clinics, but in school classrooms as well.

High quality field or practicum experiences are important for preparing preservice teachers for the profession. Studies suggest preservice teachers rate their practicum experiences more favourably when their cooperating teachers mentor them using apprenticeship-type practices. There is scant research on how such an approach is used in early childhood practicum settings. Using a case study design, the researcher investigated how the teaching methods of the cognitive apprenticeship (CA) could be used to support a year-long early childhood practicum. Twenty junior year practicum students and two cooperating teachers participated in the study. Data were collected from interviews, focus groups, and observations. Findings indicate the methods of the CA approach supported teaching and learning at the practicum site because of intentional support for shared practice among participants, gradual release of support from cooperating teachers, and because the practicum was nested in a community where relationships and collaboration were prioritized.

Purpose: This study examined differences in measures of health-related physical fitness in adolescents before and after extended school closures due to COVID-19. Method: The sample consisted of 298 students (135 males and 163 females) from a laboratory high school. Data were collected through FITNESSGRAM assessments. A repeated-measures multivariate analysis of covariance was calculated to analyze differences in fitness before and after COVID-19 closures, including McNemar-Bowker and McNemar tests. Results: Statistically significant differences were identified for Progressive Aerobic Capacity Endurance Run (-4.2%; 1.8 ml·kg[superscript -1]·min[superscript -1]) and curl-up (-12.5%; 7.9 repetitions). In addition, 18.8% fewer students were classified within the Healthy Fitness Zone for Progressive Aerobic Capacity Endurance Run, 4% for curl-up, 10.8% for push-up, and 6.4% for sit and reach. Conclusion: Results of this study demonstrate that there was a significant decline in physical fitness for secondary students during extended school closures and social isolation as a result of COVID-19.

This study investigates how young elementary children engage with conceptions of gender in connection to video gameplay in the language arts classroom. During a three-week unit on video game literacies in a multiage lab school, children learned about, played, discussed, and wrote about video games. Student writing, game reviews, and literature discussion transcripts illuminated critical thinking around gender in connection to video games when explored as texts in school. While teachers commonly value literacy experiences centred around books, this research demonstrates how video games can serve as texts for critical analysis by sharing the valuable critical literacy experiences of two focal students from the study. Recommendations for teachers who want to explore incorporating video games in the English Language Arts classrooms are provided.

This study aimed to analyze principals' managerial competency. The respondents of the study comprised of 11 principals and 110 teachers in the Laboratory High Schools (LHSs) of State Universities and Colleges (SUCs) in Region III, Philippines. The study used the Competency Framework for Southeast Asian School Heads, 2014 Edition formulated by the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) to measure the competency of school managers/administrators on aspects such as (1) Strategic Thinking and Innovation, (2) Instructional Leadership, (3) Personal Excellence, (4) Stakeholder Engagement, and (5) Managerial Leadership. The results showed that the laboratory high school principals always exhibit competencies primarily on leadership in instruction, personal improvement and excellence and engagement with the community. However, the study found that there was a need for principals to improve in strategic thinking and innovation and managerial leadership competency aspects. The study found a no significant difference on the perceived attributes of managerial competency when the respondents are grouped according to sex. Moreover, the analysis of variance result established a difference on the perceived principals' personal excellence and managerial leadership competencies when grouped according to respondents' highest educational attainment. The study suggested that the State Universities and Colleges in Region III may design and pursue activities that can help improve the strategic thinking and innovation and managerial leadership competency aspects of principals aimed to adequately address the growing expectations and demands of the students and other stakeholders of the laboratory high schools.

Developing science process skills in novice learners is not an easy task for teachers although these skills are essentially needed to solve problems and make decisions in real-life situation. This research is pre-test post-test control group design. Pre-test and post-test were administered to the students in the beginning and the end of the approach to measure n-gain of students' science process skills. Students' activities in the classroom were also recorded and analysed descriptively and students' responses concerning the approach were recorded by a questionnaire given at the end of the session. Guided discovery problem-posing appeared helpful to most students for improving both basic and integrated science process skills, specifically higher order thinking skills. Students further recognized that using guided discovery problem-posing made the topics learned become easier and more entertaining.

Clinical practice in teacher education has evolved from an apprenticeship model to one that finds it more intertwined with collaborative arrangements with partnering public schools. We look at how this evolution has had a major impact on the effectiveness of how teachers are prepared in an ever more complex society. We also describe how instructional supervision has been intertwined with clinical practice throughout the decades.

With the reunification of Germany, a Jenaplan School was founded in 1991 in the city of Jena, Thuringia. Since then one place of the city carried Petersen's name. The University School at Jena, refounded by Petersen as Life Community School in 1924 (the traditional purpose as a mere teacher training school goes back to the year 1844) and received international attention during the Weimar Republic. Petersen's attempt to gain recognition in the Hitler state (1933-1945) with his reform pedagogy failed, but the University School was allowed to continue to exist. In 1950 it was closed by the socialist GDR state (East Germany). Ten years ago, a bitter dispute raged in Jena over Petersen because previously unknown racist texts written by him had been discovered. The dispute ended when Petersenplatz was renamed "Jenaplan". A book by Hein Retter, which appeared ten years ago, was highly controversial: it described children of Jewish and socialist origin as well as disabled children - from families who were threatened by Nazi ideology but who saw their children safe with Petersen. Looking back ten years, the author of the controversial book describes the Jena Petersen dispute and what can be learned from it.

This study determined the effectiveness of science infographics in improving academic performance among sixth-grade pupils of Batangas State University ARASOF- Nasugbu Laboratory School. Based on the results of the multiple pre-test and post-tests of 26 pupils, the findings elucidated that the respondents performed significantly better in their post-test. The results implied that infographics were significant in terms of improving academic performance in Science among learners. Additionally, findings revealed that critical thinking skills, recall information, understanding complex information, and organizing information into logical groups may be improved through infographics. Further, infographics were found to improve learners' ability to communicate to others what they have learned, improve presentation skills, acquire teamwork, increase motivation to learn, improve the ability to give and receive feedback, and gain self-confidence to learn and succeed. An infographics paradigm was developed based on the study results to understand further the infographics' potentials in the teaching and learning process.

A participatory action research study conducted at the Arlitt Child Development Center, a laboratory preschool at the University of Cincinnati, used naturalistic inquiry to create a solution for addressing challenging behaviors within an early childhood developmental and constructivist framework. In focus groups facilitated by a school psychology doctoral student, the center's preschool teachers created constructivist strategies for addressing a Tier I Positive Behavior Intervention and Support (PBIS) framework that was based on Response to Intervention (RTI) processes. The aim was to assess the dissonance between behavioral and constructivist approaches to early childhood interventions, often most evident in teacher language used and the emphases on reinforcement strategies in behaviorist literature. Researchers employed eco-constructivism, a philosophical perspective for addressing challenging behaviors that emerge within the ecology of the classroom, to interpret teachers' responses that were oriented toward fostering children's self-regulation skills and child agency. Findings indicate that an eco-constructivist approach to PBIS may serve as a model for blended practices in early childhood programs.

Following the pioneering work of Randy Garrison and colleagues, online teachers in the US and internationally see their discussion boards as communities of inquiry (CoI) which promote sustained communication and higher-level learning. The CoI approach to online discussions is based on John Dewey's conception of education in which teachers and learners are participants in activities working towards a common goal. Teachers in CoI have three main roles: discussion design and organization, discourse facilitation, and direct instruction. Issues have arisen in research on CoI concerning the effectiveness of each role, of communities of inquiry themselves, and of online discussions generally in promoting sustained communication and higher-level learning. The author argues that there is a more fundamental issue at stake; namely, that as currently conceived and practiced, CoI are only loosely based on Dewey's analysis of the concept of education. Furthermore, he demonstrates with examples from his own research how "new modes of practice" based more firmly on Dewey's "new order of conceptions" can help CoI achieve their goals.

Interest in the role of emotion within mathematics education has increased in recent decades. Within a case-study framework, I explored how an Affective Instructional Design (AID) supported an early years teacher develop the capacity to change her instructional approaches, influenced her mathematic affect, and the affective experiences of her students. My conceptualisation for AID is based on an integrated framework approach drawing from emotion-learning theory, instructional design theory, and teaching and learning mathematics theory to integrate affect and cognition throughout the instructional process. Participants included 15 kindergarten children and their class teacher from a K-12 school in Tennessee, USA. Measures included teacher interviews, video recordings of 13 mathematics lessons, and field notes. Findings from this small study suggest instructional supports such as AID influence teacher capacity to bridge new learning and enacted practice; preliminary findings indicate AID contributed to a rise in positive teacher and learner affect, and improved teacher capacity to plan and implement quality mathematics learning environments.

Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas their perceived research usefulness decreased slightly. Likewise, students felt increased comfort with research and expressed perceived benefits but felt anxiety by setting different types of expectations and comparisons. Findings add to the relevant literature by mixing quantitative and qualitative data in this case study to allow for meta-inferences about the dichotomy of being a dual-enrolled student taking research courses, and by suggesting the notion of research capital related to the dynamics of dual enrollment programs in a Southeastern state.

Although writing is a critical foundational skill and teachers' approaches to writing is connected to development, writing instruction in preschool is often limited, infrequent, and narrow. While research has investigated literacy environments of preschool classrooms, often with a focus on reading, less is known about writing environments. Thus, it is important to better understand writing contexts in preschool classrooms. Research Findings: Through observations in preschool settings, this study sought to better understand the nature of writing in preschool classrooms. A total of 71 classrooms were observed across three US states, in a variety of settings (i.e., private, Head Start, public PreK, and university lab school). Observation data was coded based on grouping and environmental contexts and instructional content. Results demonstrate uneven writing experiences, often narrowly focused in terms of content, with more frequent writing in art, planned small group activities, and in writing centers, with few instances occurring naturalistically in play, despite professional recommendations. Practice or Policy: This study has practical and policy-based implications as it provides insight as to the ways in which this important foundational skill is being addressed in real classrooms. The findings herein may inform interventions around writing instruction in early childhood.

This article provides an overview of a summer professional development (PD) for teachers working within an urban alternative educational school district. Engaging with a lab classroom with intensive coaching support, teacher participants observed and participated in 20 days of literacy instruction that centered culturally responsive-sustaining approaches. Data collected include transcriptions from focus groups and interviews, pre-and post-surveys, artifacts, and field notes. Further, during the subsequent school year, the authors conducted observations to determine the impact of the PD on the teacher participants' dispositions and pedagogical strategies for literacy development. Analysis of findings reveal that professional development using a lab classroom that centers prolonged observation and modeling, constructivism, self-reflection, coaching, and collaboration leads to higher teacher expectations for students and increased use of culturally responsive-sustaining literacy practices.

Early childhood professionals are sometimes referenced as caregivers and other times as educators. In order to empower them as professionals, it is important to provide professional development opportunities that deepen teachers' knowledge. This qualitative case study explores the impact of Lesson Study on four early childhood teachers with no prior Lesson Study experience. Participants' teaching experience ranged from a first-year teacher to a 20-year veteran. The professional development approach engaged teachers in conversations to collaborate, plan, observe instruction, and focus on students. Group meetings were audio recorded and transcribed, and observational notes were collected during teacher meetings and during the research lesson. At the conclusion of the experience, participants wrote a personal reflection paper and individual interviews were conducted. Findings suggest that Lesson Study supported the development of early childhood teachers' professionalism through sharing of varied perspectives during student-focused collaboration. Another powerful finding is that teachers felt joy in this collaboration. They found pleasure in thinking deeply together and warmly described the trust that developed among them as they engaged in the process of improving practice through Lesson Study. Our findings suggest Lesson Study could empower a workforce that is in need of a unified professional identity.

Purpose: The purpose of this research was to use an actor-oriented perspective to analyze one teacher's implementation of the Meaningful Physical Education approach in one Grade 5 classroom in Saudi Arabia. Method: A single case study design was used, with the case being defined as Andy and his teaching of a cycling unit to one Grade 5 class. Data consisted of blog posts, tweets, and semistructured interviews. Results: Andy identified several spheres of influence on implementation, including his personal philosophy, students, co-teachers, and several organizational/environmental characteristics of King Abdullah University of Science and Technology (KAUST) School, as well as important attributes of the innovation that supported implementation. Discussion/Conclusion: An actor-oriented perspective offered insight into a teacher's insider perspective of a pedagogical innovation, which enabled understanding of how he made sense of Meaningful Physical Education and used those ideas to guide planning, instructional, and assessment decisions in the cycling unit.

The purpose of this research; a laboratory preschool located in one of the northern states of the United States of America and operating under the Child Development Institute, explains the practices about the Emergent Curriculum and builds a bridge between theory and practice in preschool education. It is thought that bringing good examples of a laboratory school in the United States with a long history in the field of education to the national domain literature will be especially useful for teachers, researchers and specialists working on this field. The method of the study was carried out by the observational case study which is one of the qualitative research designs. In addition, the document analysis method was used to support the information obtained from the observations over time. Obtained data consisted of observations made by the researcher in the preschool, unstructured teacher interviews, and information obtained from the handbook of the kindergarten. The findings are discussed in the headings on the basis of the Emergent Program: Beginning of the day: Arrival in preschool exploration time and gym, large group time/class meeting, activity time and free play, large and small group activities, use of learning centers, outdoor, role of teacher in practice and role of family and parent involvement practices.

This article presents the result of the study on the development strategy of local culture literacy (angklung) through cross-curricular learning by integrating indoor and outdoor environment. Designed through a case study as a qualitative study, this study involves 1 teacher and 24 4th grade students at Sekolah Dasar Laboratorium Universitas Pendidikan Indonesia. Data obtained from observations, field notes, interview, and document study were analyzed and interpreted in a continuous fashion to elicit conclusions. The result indicates that angklung local culture can be learned through mathematics, science, Indonesian, art, and social science subjects. In addition to classroom setting, Saung Angklung Ujo is also a great place to enrich angklung experience. The conclusion is that cross-curricular learning by integrating indoor and outdoor environment is a feasible learning strategy that has the potential to develop local culture literacy (angklung) in elementary school students. The result of this study is thus recommended as a learning alternative to introduce local cultures to elementary school students.

Children's peer social worlds as part of language and literacy learning are often "hidden" from researchers and teachers alike. This article reports on collaborative research between a researcher and veteran kindergarten teacher into these hidden worlds. We draw upon ethnographic documentation (videos, interviews, field notes) and video microanalysis with two aims for our inquiry. For one, we are interested in the teacher's perspective on children's peer reading behaviors and what children are learning as part of these practices. Secondly, we reflect on how using video to look closely into hidden classroom life contributes to teacher learning. The result is a detailed analysis from the teacher's perspective of how children acquire both the character and skills for learning to read when reading with a peer. Findings contribute to literatures on the sociolinguistic features of children's peer reading and teacher development in literacy education.

This paper presents an examination and analysis of the restructuring of the organization of a second grade classroom housed in a laboratory school setting. During the 2014-2015 academic year, the traditional power structure of teacher as ultimate authority with students positioned as subordinates was explored. Using action research and the application of frame theory the organizational structure of the second grade classroom is considered using human resource and structural frames.

In a climate of increased interest in science, technology, engineering, and math (STEM), school libraries have unique opportunities to grow collections and cultivate partnerships in the sciences. At the federal level and in many states, STEM initiatives encourage hands-on exposure to technologies and open the door for student-led discovery of tools related to robotics, coding, programming, and electronics. Influenced by local STEM initiatives, the Learning Resource Center (LRC) at the University of Wyoming Lab School decided to create a circulating collection of STEM kits. (The UW Lab School is a tuition free charter school with a diverse population selected by lottery.) This school library also partnered with Lab School teachers to explore these STEM collections and to develop programming and a curriculum to teach digital literacies and STEM skills to students in kindergarten through ninth grade.

This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested performance assessment protocol was employed for the purposes of the investigation. It was determined that performance-based proficiency was not uniform within tasks and applications, but could be recognized through student artifacts of learning on a situational basis. Based on the findings of the study, several implications are highlighted.

This paper presents the ongoing design, development, and implementation of a K-16 maker movement centered around a joint public school/university library whose minimal dedicated space has expanded opportunities for public participation, partnerships, and shared resources. As the library sought to circulate STEM resources for K-9 teachers and students in 2011, University instructors were seeking opportunities for preservice teachers to interact meaningfully with authentic, technology-rich environments. These separate endeavors coalesced over time to form a robust community of various school, university, and public stakeholders focused on mathematics and science learning. Because the space was not bound to a single physical location, proponents were able to leverage various resources, mobile tools, and settings to explore and apply STEM knowledge, construct products, and attract new and returning users. This design case articulates how the maker movement provides curricular programming while maintaining a playful atmosphere that encourages personal exploration regardless of age and ability.

An urban middle school goes through the transformation of becoming a university-supported lab school. Drawing upon design thinking principles, the planning team cultivates a sense of shared empathy, creative problem-solving, and an ethos of curiosity and learning in a collaborative environment.

The online placement test for the Community English Language Program (CLP) at Teachers College, Columbia University has been administered in a computer lab since 2015. While most of the components of this placement exam system are online, including registration, exam delivery, scoring, and score reporting, the COVID-19 pandemic elevated the need to find a solution to the final component, a secure test administration in a location other than our computer lab. Our solution was remote proctoring by means of a third-party software, Honorlock. This software provided us with the ability to review issues flagged by the system during administration. Despite the reliance on technology to deliver an exam to test takers around the world, we encountered very few technological issues, which was due, in part, to the technical support team at Honorlock. The high-tech security software was instrumental in administering our low stakes placement exam during the pandemic.

In this article, I share how SQUAD Art Studio functions as an alternative, community-based, multisite Saturday art lab school for negotiating theory and practice with preservice art educators. SQUAD Art Studio educators' work confronts developmentalist images of children and preconceptions about young children and digital media. We revalue images of children and digital media as we situate them within broader conversations in early childhood studies and art education. We diffract developmentalist images of children as we consider digital media from a feminist new materialist perspective. Our work intervenes in our institutional context. We offer physical and digital sites dedicated to research and practice in early childhood education art that supplant taken-for-granted attitudes toward children, their art, and digital media. In this article, I provide specific outcomes to suggest approaches for art teacher educators who struggle to connect the richness of contemporary theory with the practical constraints within which they work.

The North Carolina legislature has mandated establishing school/university partnership lab schools. Partnership schools may help to drive school improvement efforts; however, educators have been forced to adopt multiple initiatives aimed at the improvement of K-12 education and teacher preparation. The likelihood of teachers and professors yet again accepting a top-down non-educator initiative, is questionable. Further, universities still tend to drive partnership direction and activity, with little shift in power and control towards schools. The challenge of developing and sustaining a true partnership may be difficult enough when mutual ownership and voice has grown organically. Addressing this challenge as mandated is far more problematic. A lack of attention to cultural power and boundaries, teacher leadership, and teacher role and identity may limit the impact of such initiatives. The story of a mandated lab school allows us to further understand such issues through the lenses of its participants, beginning with the teachers.

The Faculty-in-Residence (FIR) initiative bridges resources of a regional university, its College of Education, and a K-8 partnership school in ways that enhance children's learning and well-being. A core commitment undergirding the FIR role is the recognition that blurred boundaries, collaborative relationships, and the reimagination of how professional knowledge and resources can intersect, can create a richer learning environment. With the focus on a positive impact for students, the FIR work may include areas such as classroom pedagogy, school leadership, wrap-around services, and family and community engagement. This work informs the preparation of educators, practitioners, and community services professionals, creating rich possibilities that may not have existed when those spaces operated in isolation. This article provides perspective from both university faculty and K-8 classroom teachers on the challenges and opportunities presented by the reflective approach of a bidirectional FIR model.

This study examined whether associations exist between PA intensity, self-regulation, and indicators of school readiness, a proxy for academic achievement, in young children. Thirty young children completed assessments of physical activity, school readiness indicators, and self-regulation. Physical activity intensity was classified as light, moderate or vigorous. School readiness indicators were assessed using expressive and receptive subtests. There were no associations between light and moderate physical activity, school readiness indicators, and self-regulation. Additionally, there was no association between vigorous activity and the receptive subtest of the school readiness indicators. Correlations were significant between vigorous activity, self-regulation, and expressive subtest. School indicator expressive scores and self-regulation were significantly predicted by the level of vigorous activity. Results suggest the existence of an intensity threshold influencing the PA, self-regulation, and school readiness association.

The study focused on the effect of teams-games-tournament (TGT) on mathematics performance, behavioral engagement, cognitive engagement, and motivation to learn mathematics of Grade 8 students. Experimental and descriptive methods of research were utilized. Findings revealed that there was no significant difference in the pre-test results of the experimental and control group with the t-test p-value of 0.975086. After the intervention, data showed significant difference in the post-test results of the experimental and control group with the t-test p-value of 0.04609. It means that after the implementation of teams-games-tournament strategy, experimental group excelled. TGT strategy effectively enriched the performance of the students in mathematics. Furthermore, experimental group was more behaviourally and cognitively engaged and motivated to learn mathematics than the control group.

This paper is aimed at giving a clearer picture of the power gap that exists between a group of Filipino students and their teachers in a laboratory school in a state university in the Philippines. This study emerged from the assumption that power distance between Filipino students and their teachers could help explain the level of their ability to communicate, socialize, and think critically. A survey of a group of Filipino students' perceptions of their teachers was conducted. Evidence shows that a low power-distance relationship exists between the students and their teachers. This finding is contrary to the view that the power-distance culture in the students' family is similar to the one that exists in school. Evidence suggests that it is possible for an educational institution to insulate itself from a high-power-distance culture of the students' home or family environment. Most of the students in this study agree that their teachers, in general, have significantly contributed to the advancement of their social, communication, and critical thinking skills owing to the low-level power-distance relationship that exists between them and their teachers.