Research Forum III

Friday, March 20, 2009
1:00 p.m. - 3:30 p.m.

Effects of a Professional Development Intervention on Low-Income Children's Knowledge of Mathematics
A research and demonstration project that will describe the pre-kindergarten science/math curriculum, the professional development for teachers, and findings from the second year of data collection.
David L. Brown, Texas A&M University - Commerce, TX, USA
Lin Moore, Texas Woman's University, Denton, TX, USA

Teachers' Beliefs About Preschool Inclusion of P.R. China
The primary purpose of this study was to examine preschool teachers' beliefs about early inclusion in P.R. China.
Linlin Li, HTA Consulting, Berkeley, CA, USA
Linda Hestenes, University of North Carolina at Greensboro, Greensboro, NC, USA

Becoming Teacher: One Story of Acculturation and Identity Formation
Transitioning from academic honor's student to teacher of high-needs students, one participant documents the formation of her teaching identity as related to Bamberg's (1997) frame of narrative positioning.
Carol P. McNulty, Kathy R. Fox, University of North Carolina-Wilmington, Wilmington, NC, USA

Where Have All the Blocks Gone? A Case for Block Play in Early Childhood
Symbolism in play prepares young children for development of abstract thinking (Vygotsky, 1978). This quantitative and qualitative investigation examined symbolism in block play with preschool children.
Lynn Cohen, Long Island University, C.W. Post, Greenlawn, NY, USA

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