We explored how teacher and child talk-turns were related to children's subsequent comprehension responses during read-alouds. Data included three kindergarten teachers' interactive read-alouds (736 talk-turns across six video-recorded and transcribed sessions). Talk-turns were coded using a priori and emergent codes. Statistical discourse…

In this report, a comprehensive description is given of how an Austin Independent School District (AISD) 2nd-grade teacher, Mrs. Theresa Wood, integrated a drama-based Creative Teaching strategy into her guided reading lesson. This Creative Teaching strategy, called hot seating, involves students interviewing characters from the story they have…

Digital technology is a central part of young children's everyday lives in most societies today. This paper contributes to current research by exploring two teachers' pedagogical strategies when creating digital stories together with groups of six kindergarten children (age 4-5). The study has a qualitative, multiple-case study design. The…

A number of converging issues provided the impetus for 12 schools in the Western Bay of Plenty to form a support network to explore and develop play-based learning for the first years of school. This article discusses what has influenced our play-based learning approach and gains we have observed as a result. We acknowledge the challenges that…

This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of…

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…

Across the globe, the emergence of COVID-19 led to widespread, sudden suspension of in-person instruction, displacing more than 1.5 billion learners (Capilla et al., 2020). Addressing the gap in research on emergency remote teaching (ERT), this empirical study draws on insights from semi-structured interviews with 10 in-service and five…

With the goal of supporting students' writing and content area learning using play as a pedagogical model, teachers' action research projects involved kindergarten and grade 1 students collaborating to create texts for a range of purposes. The authors analyzed the project activities for their starting points or motivators, student and teacher…

Recent consensus documents in science education (e.g., the Next Generation Science Standards) emphasize helping students develop facility with constructing and critiquing both claims and the evidence that supports them. While students typically view evidence as necessary for supporting scientific claims, they tend to "objectify"…

The concept of a ready-made block of knowledge does not exist in the Montessori classroom. Instead, the teacher's knowledge and the learning abilities of the child interact. The teacher brings what she or he knows about the world, and the child brings his or her desire to learn more about the world. In this article, a Montessori teacher uses her…

Migrant children may display problems of participation in school interactions with adults and peers, depending on their difficulties in speaking the host country's language and understanding its culture. This condition amplifies the general view of children as incompetent in producing and acting knowledge. This paper analyses video-recorded…

In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the…

Information and communication technologies (ICTs) have become ubiquitous in our society. In particular, 10-12 year old (primary school aged) children report that they increasingly rely upon ICTs for social interaction and for learning (ACMA, 2013). In spite of the large number of students reporting high ICT use, research indicates that many…

Drawing from a qualitative case study that examined the language practices and learning in a first grade bilingual classroom, the author discusses one teacher's daily process for the literacy event of the morning message. Primary findings indicate that the ways the teacher listened and responded to students during the morning message provided…

The purpose of this study is to portray kindergarten teachers' developmentally appropriate practices in order to authenticate the essential component of play. Recently, student achievement has been the primary focus in Early Childhood Education, and play is seen as an action that precludes academic learning. This is a qualitative study of…