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This descriptive case study examined how teaching practices were evidenced in Grade 1 classrooms in two different cultural and educational contexts, Finland and Japan. Teachers' teaching practices were video-recorded in 53 classrooms in Finland and six classrooms in Japan and rated with the Early Childhood Classroom Observation Measure by trained investigators. Four Finnish teachers and two Japanese teachers having the highest scores in either child-centered or teacher-directed practices were selected for a descriptive case study to take a closer look at how teaching practices in terms of management, climate, and instruction are evidenced in authentic classroom situations. The analysis revealed some similarities and disparities in how teacher-directed and child-centered practices are reflected in classroom situations in the two countries. For example, in Japan, teachers favoring child-centered practices asked more open-ended questions and encouraged brainstorming and group discussions, whereas the Finnish teachers emphasized socio-emotional skills. The results suggest that cultural values may play a role in how teachers create a positive climate, implement instruction, and organize activities in the classroom. [ABSTRACT FROM AUTHOR]

Abstract Evidence shows that adoption is primarily a beneficial measure to ensure relational permanency for children who cannot return to their birth family. At the same time, it is one of the most radical experiences a child will ever have, requiring specialized preparation and support. This process is best supported by competent adoption professionals who understand the fundamental issues of adoption, such as loss, gain, identity, and significant relationships, and who promote the child’s agency and participation throughout the process. This paper provides a critical analysis of Chile’s PRI Program, created in 2008 to support and prepare children in residential and foster care for adoption. First, we present critical considerations and topics about the process of preparing children for adoption. Second, we explore PRI’s main objectives, components, and contributions. Finally, we discuss the challenges of this innovative program and present recommendations for its enhancement. [ABSTRACT FROM AUTHOR]

Abstract This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-solving skills. The results suggest that teaching practices and math skills are mutually related across the first years of primary school. Highlights • The associations between teaching practices and math skills were examined. • Child-centered practices promoted calculation skills in early years. • Teacher-directed practices were harmful for calculation skills. • Teaching practices were found to depend on collective problem solving skills. • Calculation skills mediated effect of child-centered practices on problem solving. [ABSTRACT FROM AUTHOR]

This community-based, participatory action research study examined the outcomes of parent participation in the Best Classroom Project, an organized group of parents in Detroit seeking the best school options for children about to enter kindergarten. These parents' residency and school choices have emerged against the grain of public schools that have racially charged histories (Carter, 2007) and decades of residential mobility trends. Examined are the ways in which parents collaborated during the group's first year and organized daytime public, private, and charter school visits to inform their school choices. Surveys, interviews, and observations captured in field notes illuminated parents' preferences and expectations for school characteristics across public, private, and charter school entities. Documentation in school evaluation checklists also reflected the characteristics of parents' preferred schools, particularly factors that satisfied parents' expectations. Documentation also showed participants' willingness to advocate and contribute resources to preferred schools. Field notes additionally revealed features of school and district entities and their efforts to collaborate with and attract parents. [ABSTRACT FROM AUTHOR]

This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of child-centered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of child-centered teacher practices in promoting children's academic skills development also after kindergarten in elementary school. [ABSTRACT FROM AUTHOR]

This paper explores the voices of elementary children in public schools. Three databases were used including (a) interviews with 25 elementary students, (b) drawings and writings created by 225 third through sixth-grade students about their high stakes testing experiences, and (c) observations in two first-grade classrooms. The data demonstrate that elementary children have much to say about their overall school experiences, including their worries at school, their feelings of disconnect with their teachers, the lack of meaningful learning experiences, and their desire to be heard as unique individuals. These findings challenge educators to make changes in our American classrooms in order to best meet the needs of young children. [ABSTRACT FROM AUTHOR]

This research explores the history, philosophies and practices of an "A rated" public charter school (serving infants through 8th grade) in Florida. Participants are the professional educators who were involved in the founding of the school in 1999. Findings are based on semi-structured interviews probing the details of the history of the school and the educators' beliefs and practices. Analysis of the educators' responses reveal a strong sense of ownership and investment by the teachers and administrator who were part of the founding of the school, a focus on doing what is wise for children, a culture of autonomy, and a profound respect for children. Prevailing customs of the school include meetings, field studies, and service. Implications are related to school reforms, teacher autonomy and wise practices. [ABSTRACT FROM AUTHOR]