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This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP[superscript 2]) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP[superscript 2] results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP[superscript 2] was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China (N = 134), Japan (N = 168), and the United States (N = 291). Study two presents data obtained from semi-structured interviews of teachers in China (N = 8), Japan (N = 8), and the United States (N = 8). The interviews examined teacher perceptions of how they teach mathematics, the importance of teaching mathematics, and the use of the classroom library as a venue for mathematics. Study one results indicated that teachers from all three countries encourage classroom library use; however, teachers from China reported more mathematics storybooks than their Japanese or United States counterparts. Study two results indicated that teachers from all three countries viewed mathematics as important and provided various mathematics learning opportunities to children throughout the school day. Chinese teachers reported providing the most mathematics learning opportunities using whole group instruction, mathematics centers, and free play. Japanese teachers reported few whole group forms of instruction other than circle time but reported providing opportunities for using mathematics during free play and other embedded activities. United States teachers indicated that mathematics learning occurred using whole group instruction and mathematics centers.

Research Findings: These two studies examined the different mathematical opportunities provided in preschool classrooms, with a particular focus on the availability of mathematical-themed books in classroom libraries. In study one, we interviewed teachers (N= 150) using an online survey to assess the content of preschool classroom libraries. In study two, we interviewed eight preschool teachers to examine their perceptions of how they teach mathematics and if they view the classroom library as a place for mathematical skill acquisition. Results of the online survey indicated that while teachers encourage the use of classroom libraries, these contained statistically fewer mathematics themed books. Teachers also spontaneously reported that mathematics was something done in the "math center" and not the library. Preschool teachers reported providing many mathematical opportunities throughout the day, but did not necessarily utilize the classroom library for mathematics. Policy or Practice: Given the prevalence of classroom libraries in preschools, we may be missing an important means of providing mathematical exploration, exposure, and opportunities for young children. This potential missed opportunity is an area for additional research.

Research findings: While research is beginning to emerge about the educational landscape during COVID-19, little attention has been paid to preschool. This mainly descriptive study examined U.S. parents' views on distance learning for their preschool children during the COVID-19 crisis. Using a survey distributed via social media groups to U.S. parents of preschoolers (N = 166), we examined the following: the types of activities parents engaged in, obstacles to preschool distance learning, and the types of resources parents needed. Results of the online survey indicated that parents received and engaged in more literacy based activities than mathematics ones. Additionally, parents reported few opportunities for social emotional engagement. Responding parents indicated that time was a major factor in assisting their children with distance learning and would prefer activities that did not take significant time, and allowed for social interaction with other children. Policy or Practice: Current research indicates that preschool children missed critical learning during the COVID-19 crisis. Children who enter kindergarten following the COVID-19 crisis, may need additional support in mathematics and social emotional engagement given that parents are reporting lower levels of such activities during distance learning. And, if distance learning continues or reoccurs, mathematics and social opportunities as well as teacher training need more consideration.

Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general education, early childhood, preservice teachers (PST) completing a field experience in preschool classrooms for children with significant disabilities. All three PSTs in the study were completing a semester long requisite field experience while concurrently completing an introduction to special education course. Both the field experience and the introduction to special education course were required for their early childhood, general education certification program. While the PSTs initially acknowledged anxiety related to working with children with significant disabilities, the levels of anxiety decreased during the experience. Additionally, PSTs noted the importance of the pedagogical skills they acquired from their special education mentor teachers. Highly skilled, special education mentor teachers were noted being critical to a successful experience.

It is widely understood that preschool should provide children the mathematical foundational skills necessary for later success. This study examines seven preschool teachers and their use of a variety of pedagogical strategies to develop foundational mathematics concepts. Using a qualitative research design, this study uses the CLassroom Assessment. Scoring System (CLASS) observation tool to examine how preschool teachers use instructional learning formats, concept development, language modeling, and quality of feedback to support mathematical learning. Following analysis using the CLASS, data were reexamined for use of messing about strategies. Results indicate that preschool teachers use a variety of formats for teaching mathematics, but develop concepts using feedback and language less frequently. While teachers do allow children to mess about with mathematical items, they do not use this time to extend thinking.

Using a vignette to illustrate struggles of real teachers, the authors discuss inclusion and a three-pronged approach to professional development. Specific strategies for becoming effective, inclusive teachers who support all learners are suggested.

This document is an introduction to the pedagogical possibilities for early childhood education. It emphasizes the importance of the early childhood period in developing children's foundational educational and academic skills. The document includes a range of articles that focus on different aspects of early pedagogy, including mathematics education, emergent writing skills, online writing with parental support, music education, attention functioning, pedagogical competence, Waldorf education, inclusive STEAM pedagogy, and early literacy learning spaces in home environments. The articles provide insights into effective pedagogical strategies and interventions to support children's learning and development in these areas. [Extracted from the article]

This mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in education for many years; however, how to best facilitate inclusive practices to meet the needs of all learners remains an area of uncertainty for preservice teachers. Prior research has connected perceptions of preparedness to effective inclusive practices. A survey was developed and validated about inclusion and perceptions of preparedness to teach in an inclusive setting. The survey included both Likert-scale items and open response questions. Exploratory factor analysis was used to examine the structure of the survey. Descriptive statistics, analysis of variance, and multiple regression were used to examine the quantitative results. Responses to open-ended questions were coded to identify qualitative themes. The findings indicated that preservice teachers lacked a coherent understanding of inclusion and perceived themselves as needing additional development to be fully prepared to teach in an inclusive setting. The results suggest that teacher preparation programs need to provide a more coherent conceptual framework to guide the enhancement of both course and field work related to inclusion and effective inclusive practices.

In this qualitative study, we examined the lived experiences of three typically developing children participating in inclusive preschool programs for children with special needs. Inclusion has been considered a best practice in early childhood programs for many years; however, some may still argue that the benefits for children with disabilities are greater than for those without. Prior research has explored the benefits of inclusion for young children with special needs but has not focused as intentionally on the benefits for young children with typical abilities. In this study, we followed three preschool children with typical development for one school year. Employing an hermeneutical framework, we used observations, interviews with teachers and parents, and artifact reviews to examine how these three children made meaning of their experiences. Findings indicated that all three children made social gains and demonstrated improved perceptions of peer with disabilities after participating in their respective programs. The results suggest that inclusive preschool programs may be viewed as beneficial for all children.

Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility, parental separation, and socioemotional needs are reviewed and used as a platform for this study. The study includes a survey developed by the researcher used in conjunction with Teacher Observation of Classroom Adaptation--Checklist to further examine the needs of these children from the perceptions of their teachers. The results of the study demonstrate that while early childhood teachers do not perceive a significant difference between military and nonmilitary dependent children in the socioemotional domains of prosocial behavior, concentration, and disruptive behavior, they do believe there is a difference related to stability. Additionally, early childhood teachers noted a negative socioemotional and academic impact related to parental separation and a negative academic impact related to geographic mobility. Teachers' responses indicated mixed beliefs about the social impact of frequent relocations.