“This is how I learn": children's perceptions of their experiences in two different learning environments

This qualitative study explored five children’s perspectives of their experiences in both a university laboratory school and in their current public school setting. Semi-structured conversations and child-produced drawings provided children with an opportunity, not only to express their thoughts and opinions, but also aided in establishing children as competent informants on their own lived experiences. Employing the ‘new’ sociology of childhood, critical studies, and a child rights-based perspective as theoretical frameworks, an overarching theme of power and hierarchy was established throughout the children’s descriptions of their experiences. More specifically, this central theme is explored through the children’s discussions and descriptions of: space, pedagogical practice, peer relationships, rules, and their decision-making and influence on curriculum. These themes, however, present themselves differently in the children’s implicit and explicit comparisons of the different learning environments. In conclusion, recommendations for future practices and areas for further research are discussed. Keywords: children’s perception of education, ‘new’ sociology of childhood, critical pedagogy, kindergarten, university laboratory schools

“This is how I learn": children's perceptions of their experiences in two different learning environments

This qualitative study explored five children’s perspectives of their experiences in both a university laboratory school and in their current public school setting. Semi-structured conversations and child-produced drawings provided children with an opportunity, not only to express their thoughts and opinions, but also aided in establishing children as competent informants on their own lived experiences. Employing the ‘new’ sociology of childhood, critical studies, and a child rights-based perspective as theoretical frameworks, an overarching theme of power and hierarchy was established throughout the children’s descriptions of their experiences. More specifically, this central theme is explored through the children’s discussions and descriptions of: space, pedagogical practice, peer relationships, rules, and their decision-making and influence on curriculum. These themes, however, present themselves differently in the children’s implicit and explicit comparisons of the different learning environments. In conclusion, recommendations for future practices and areas for further research are discussed. Keywords: children’s perception of education, ‘new’ sociology of childhood, critical pedagogy, kindergarten, university laboratory schools

Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology

This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher three times, with two of the interviews following our observations of technology-integrated lessons. Qualitative analysis of interview transcripts provided insight into the interrelationships among teachers’ technological pedagogical content knowledge, teaching experience, confidence with using technology, beliefs about the role of technology in education, and perceptions of the benefits and challenges associated with using it. Teachers’ perceptions of the value of technology in special education classrooms included providing differentiation, offering varied representations of content, enhancing motivation and engagement, facilitating formative assessment, and fostering life skills. Challenges of integrating technology included technology malfunctions and lack of teacher and student technological knowledge.

Practice-Based Approaches to Mathematics Education

This chapter provides a description of three efforts to integrate practice-based approaches to preparing pre-service teachers to teach mathematics to elementary and middle grades learners. The vignettes include a university laboratory school focused on middle grades students, a tutoring program for elementary school students, and a small group teaching experience with elementary school learners. Within each vignette, the authors describe findings from examining how these experiences influenced pre-service teachers. Lastly, they close the chapter with implications and directions for future research.

Myrna’s Children’s Village: Reflections on a dynamic early childhood laboratory school community in southern New Mexico

In this article, the authors reflect on Myrna’s Children’s Village, their university laboratory school located in southern New Mexico in the USA. The Village serves children from the age of six weeks to five years through an array of early childhood programs. This diversity provides a unique context, while also posing issues and concerns, such as lack of collaboration across programs, and also how the authors’ critically framed teacher education program is in many ways disconnected from the developmental philosophies that guide most of the Village’s programs. Based on their discussions as faculty of early childhood who work with the Children’s Village, the authors offer their thoughts and insights about how the Village came to be, its purposes, and who they are as faculty in relation to the Village. The authors then offer possible new directions for the Children’s Village in which greater collaboration across programs is fostered along with stronger faculty engagement. The purpose of sharing these reflections is to encourage a shift in how, as a field, university laboratory schools are conceptualized and how collaboration might be enhanced within dynamic early childhood contexts.

Friend or Foe? A Case Study of iPad Usage During Small Group Reading Instruction

The purpose of this case study is to examine how two early childhood teachers in one university laboratory school utilize the iPad in their reading practices. Data collection involved: (a) observations, (b) audio recordings, and (c) researcher journal. Findings indicate that the teachers had a continuum of purposeful uses for the iPad and the associated applications during their small group reading instruction. In addition, the teachers had mixed overall perceptions toward using the iPad as an effective literacy tool. Implications for practice are presented.

Nutritional Scenario of Adolescent Boys in Dhaka University Campus

A cross sectional study was carried out among the adolescent boys (11-15 years) in two selective schools (University Laboratory School and Udoyan School) in Dhaka University campus to investigate the nutritional and health status as well as socioeconomic condition. Nutritional status was determined anthropometrically and biochemically (hemoglobin estimation). According to the body mass index, two-third of the boys (75.7%) were normal, 15.4% were over-weight and only 8.9% were found to be thinner. The percent prevalence of anemia was 7.1% based on WHO criteria and the mean hemoglobin level was 14.35 g/dl (±1.38). Energy intake of the boys aged 11-12 years met 79.31% of RDA and those of 13-15 years met 76.09% of RDA. Protein intake of all the boys was more than RDA. Dietary intake of vitamin A was more than 90% of RDA. and that for thiamin and niacin was more than RDA. Iron intake was 60.4% and 66.45% of RDA for the two groups of boys. Vitamin C intake was inadequate (46.76% and 36.06% RDA) for the respective group of boys. Nutritional status (anthropometric) is directly associated with expenditure on food. Percentage of thinness decreased as expenditure on food increased. Monthly expenditure on food had significant relation with hemoglobin level of the adolescents. Most of the participants (67 .5%) did not suffer from any disease. Rest of the boys suffered from fever (23.6%), diarrhea (10.9%), common, cold (29.1 %), respiratory infection (9.1 %), measles (3.6%), typhoid (5.5%) and others (18.2%).5

HORTICULTURE EDUCATION AT THE 1ST GRADE LEVEL

To promote both learning and horticulture, a 5 year pilot program was implemented with a collaborative effort between the Louisiana State University Horticulture Department and the University Laboratory School. The objective of this program was to develop a hands-on approach to learning which fostered self-discovery and a positive perception of horticulture. First graders were able to experiment in both the greenhouse and in the field with instruction in the classroom. Among the many concepts that the children were Introduced to, they benefitted most from being able to participate and observe the process from seeding to harvesting enabling them to work with the different types of seeds, media, and fertilizers. In the classroom, horticulture was Integrated in every subject of the first grade class. For example, the students learned math by measuring and counting the produce then making charts to report their findings. The result of the program was that the children did in fact obtain a positive perspective of horticulture while developing an awareness of the process of growth and development of horticultural crops. The first grade class received a national award for donating their produce to the local food bank in Baton Rouge.