Newsletter - November 2016
UCI Co-Hosts SRCD Special Topics Meeting: Technology and Media in Children's Development
SoE faculty and doctoral students presented at the Society for Research in Child Development (SRCD) Special Topics Meeting co-hosted by UCI October 27-30. The meeting theme was Technology and Media in Children's Development.
SoE Presentations (listed alphabetically by first presenter's last name)
Kreshnik Begolli (Alumnus) and Lindsey Richland
"Bridging Cognitive Development and Real Classrooms: A Video Methodology"
Abstract
We describe a new approach to the use of video-based technology for conducting controlled developmental experiments in classroom contexts. We describe a process for editing video recordings of live classroom lessons to create multiple versions, such that only one aspect of the lesson is systematically varied. Other aspects of the instruction are all held constant, including audio, curricular content, student participation, and other notoriously hard to control details of the interactional context that nevertheless impact learning (e.g. gestures, affect). These lessons can be randomly assigned to students by condition within classrooms to meet a high standard for random assignment. This technology provides opportunities for deriving causal data on the efficacy of teaching practices through stimuli approximating a typical everyday classroom context.
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Carol Connor and Taffeta Wood
"Personalizing Literacy Instruction Using Technology for Teachers"
Abstract
Since the publication of “Beyond the Reading Wars” in 2004, we have been using multi-level modeling and classroom observation coupled with cognitive development theories of reading and dynamic systems theory, including our new lattice model, to explicate child characteristic by literacy instruction interaction effects on students’ reading outcomes, including children with dyslexia. This has led to complex models that forecast amounts and types of reading instruction, based on individual students’ constellation of language, decoding and reading comprehension skills. In seven cluster-randomized controlled trials (about 28 teachers and their students per study) we have found significant effects of treatment when students received the amounts and types of instruction the forecasting models recommended, from kindergarten through third grade – the closer the recommended and observed amounts of instruction were, the greater the treatment effect. Use of Assessment-to-instruction (A2i) technology appears to have facilitated implementation of this kind of personalized learning implementation. I will also present new results on our newly developed interactive e-Book, which is designed to improve students’ comprehension monitoring and word knowledge skills.
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Robert Kalinowski
"Singing for Spatial Skills: Improving Spatial Cognition in Early Childhood with a Music, Gesture, and Vocabulary Teaching Video"
---------------------------------------------------------------------
Grace Lin, Bianca Cung, and Minnie Wu
"Interactive Tales: World Languages"
Abstract
Digital technology can be—and are increasingly—used to facilitate children’s learning of subject areas for which human and material resources are lacking. One such crucial area for children is the development of world languages, a term encompassing second language, foreign language, and heritage language. Learning world languages is essential for children growing up in an increasingly globalized society. Not only can learning other languages facilitate children’s cognitive development, but it also helps develop their awareness of global cultures and enhance their ability to effectively communicate with others. Yet, resources for children in the U.S. to learn non-English languages and acquire this fundamental 21st century skill are often scarce. In fact, the first decade of the 21st century shows a decline in the number of classrooms teaching foreign languages (Pufahl & Rhodes, 2011). Digital media and technology, however, can be used to support children’s world language development. This session will demonstrate Interactive Tales (I-Tales), a tablet app aimed to address the need of supporting children’s world language acquisition. The app targets early elementary school children and their parents. The young target audience is chosen because language fluency regarding pronunciation and intonation can be better developed with language exposure and instruction at an earlier age. Designed with the Universal Design for Learning and Game-Based Learning frameworks, which consider developmentally appropriate learning mechanics, I-Tales is a combination of games and “choose-your-own adventure” stories. Unlike other digital language learning programs designed for adults, I-Tales capitalizes on children’s developing abilities and learning process by incorporating playful aesthetics, highlighting children’s sense of agency, and providing suitable scaffolding and adaptive feedback. The learners create their own avatars and progress through stories with different language difficulty levels. As the avatars advance in the stories by choosing their own paths, they also pick up various tokens that may help them unlock additional story contents. The autonomy in creating their own avatar and choosing their own paths to unlock story contents should help maintain users’ engagement level. In terms of language development, the stories are narrated for the purpose of helping learners acquire pronunciation and prosody particular to the specific language. Each level features key vocabulary words and sentence structures. The prototype we wish to demonstrate at the conference is the digital story aspect. We will need a document camera for projecting the app onto a display wall. We will also discuss future implementation plans of the app.
---------------------------------------------------------------------
Mariya Nikolayev, Anna Evmenova, Kevin Clark, Stephanie Reich, M. Susan Burns
"Improving Preschoolers' Theory of Mind Skills with Digital Games: A Training Study"
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Amanda Nili and Tutrang Nguyen
"The Relation of Home Technologies in Executive Function Development Using the Early Childhood Longitudinal Study"
Abstract
Previous research concerning the influence of technology on executive function (EF) development in very young children is mixed in both its terms and findings (Bavelier, Green, & Dye, 2010). Some studies warn that early exposure to any technology may harm cognitive development (Ben-Sasson, 2010), while others are concerned more specifically about the effects of recreational technologies (e.g., television, video games) on EF (e.g., Schmidt & Anderson, 2007; see also Subrahmanyam, Kraut, Greenfield, & Gross, 2000). Using nationally representative data from the Early Childhood Longitudinal Study – 2010 Cohort (N = 15,787), we consider type of technology present at home and perform linear regression on standardized frequency values for exposure to each form. In doing so, we seek to better understand the co-occurrence of technology and EF development in kindergarten-aged children nationally, controlling for race, gender, age, and urbanicity. We perform additional regression analyses for components of EF (i.e., working memory, inhibitory control, and cognitive flexibility). Using linear regression with controls for individual student characteristics (sex, race, SES, and prior EF scores), we find that types of home computer use in spring of kindergarten have small but significant effects on EF and its component parts in spring of first grade, with the strongest relation between EF and using home computers to access the internet and art programs. Learning programs were not significantly associated with any components of EF. At present, we find no evidence of a significant damaging effect of home computer use on EF assessment values. As our data include diagnoses and severity reports for various disorders related to EF function and impairment (e.g., ADHD, ODD), future analyses will control for relevant diagnoses, as well as parent education and other factors associated with EF in the literature. The present study is preliminary; our findings support further investigation, with consideration of longitudinal effects, especially given that the literature does not hold conclusive findings on the involvement of technology in the rapid processes of EF development in early childhood.
---------------------------------------------------------------------
Melissa Powell and Stephanie Reich
"Applying a Developmental Lens to Preschool Game Design"
Abstract
Education-based computer games and apps (referred to here as educational games) interweave play with learning, making them an ideal platform for teaching preschool learners. Yet, to be such, game designers must consider preschool users’ capabilities for navigating through and understanding in-game activities by addressing age-specific interests, maintaining users’ focused attention, and providing carefully structured educational feedback. How can applying a developmental lens to game development make educational games for preschoolers truly educational? This poster synthesizes past research on effective forms of traditional face-to-face preschool teaching, and applies it to in-game features as a way of capitalizing on preschoolers’ natural abilities to learn. If games are designed with an understanding of how children develop and learn, strategically harnessing ways that make learning a fun experience for preschoolers, educational games can become a core platform for preschool education.
---------------------------------------------------------------------
Joanna Yau, Stephanie Reich, Yiran Wang, Melissa Niiya (Portland Public Schools), Gloria Mark, Mark Warschauer
"Using Logging Software to Study A Theoretical Framework on Friendship and Communication Among Emerging Adults"
Abstract
Logging software, which captures the amount of time and activities that users engage in online, is quite valuable in the study of social development. For this poster, we demonstrate how logging software can be utilized to test a developmental theory about friendship network size and communication.
In 1976, Mayhew and Levinger posited that the average time individuals interact with each other depends on their network size. Individuals in larger networks, receive greater amounts of input from others than individuals in smaller networks. As humans have limited time and resources, those in larger networks subsequently devote less time to each person or ignore less important people, both of which lessen contact. However, Mayhew and Levinger were not able to this theory due to challenges with data collection. Using automatic logging software, we are able to test this theory with older adolescents on one of the most popular social networking sites, Facebook.
The average number of Facebook friends users have likely exceeds the average number of social relationships people can manage, suggesting that input overload may occur. On average, people have 10-20 very close relationships (Parks, 2007) and about 125 social (less close) relationships in face-to-face settings (Hill & Dunbar, 2003). However online, social networks can be much larger (Manago, Taylor, & Greenfield, 2012). Thus, applying Mayhew and Levinger’s theory to Facebook networks, we would expect that as adolescents’ Facebook networks increase in size, the percent of their network that they message will decrease.
In this NSF-funded study, automatic logging software was installed onto 65 participants’ phones and computers to track their Facebook usage for seven to ten days. Time spent Facebook, number of Facebook friends, and Facebook activities were collected. Participants also completed a survey about the importance of and reasons for using Facebook and a demographic survey.
Logged data support Mayhew and Levinger’s hypothesis--network size negatively predicted the percent of the network users contacted--even after controlling for time on Facebook, importance of Facebook, reasons for using Facebook, gender, ethnicity, and age.
Unobtrusive logging software enabled collection of data on interactions between participants and their networks without the limitations of self-report. By using technology as a tool, we were able to shed some light on the communication patterns of teens’ online social networks.
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Chancellor's Professor Carol Connor chaired the symposium "Assessing and Supporting Children’s Literacy Development Using Technology".
Associate Professor Stephanie Reich chaired the symposia "Born Digital: Connecting Developmental Science to Media Research" and "Putting the Education Back in 'Educational Apps'”.
Instrumental in meeting planning were School of Education Associate Professors Stephanie Reich and Gillian Hayes(Informatics/SoE Affiliated Faculty).
SoE faculty and doctoral students presented at the Society for Research in Child Development (SRCD) Special Topics Meeting co-hosted by UCI October 27-30. The meeting theme was Technology and Media in Children's Development.
SoE Presentations (listed alphabetically by first presenter's last name)
Kreshnik Begolli (Alumnus) and Lindsey Richland
"Bridging Cognitive Development and Real Classrooms: A Video Methodology"
Abstract
We describe a new approach to the use of video-based technology for conducting controlled developmental experiments in classroom contexts. We describe a process for editing video recordings of live classroom lessons to create multiple versions, such that only one aspect of the lesson is systematically varied. Other aspects of the instruction are all held constant, including audio, curricular content, student participation, and other notoriously hard to control details of the interactional context that nevertheless impact learning (e.g. gestures, affect). These lessons can be randomly assigned to students by condition within classrooms to meet a high standard for random assignment. This technology provides opportunities for deriving causal data on the efficacy of teaching practices through stimuli approximating a typical everyday classroom context.
---------------------------------------------------------------------
Carol Connor and Taffeta Wood
"Personalizing Literacy Instruction Using Technology for Teachers"
Abstract
Since the publication of “Beyond the Reading Wars” in 2004, we have been using multi-level modeling and classroom observation coupled with cognitive development theories of reading and dynamic systems theory, including our new lattice model, to explicate child characteristic by literacy instruction interaction effects on students’ reading outcomes, including children with dyslexia. This has led to complex models that forecast amounts and types of reading instruction, based on individual students’ constellation of language, decoding and reading comprehension skills. In seven cluster-randomized controlled trials (about 28 teachers and their students per study) we have found significant effects of treatment when students received the amounts and types of instruction the forecasting models recommended, from kindergarten through third grade – the closer the recommended and observed amounts of instruction were, the greater the treatment effect. Use of Assessment-to-instruction (A2i) technology appears to have facilitated implementation of this kind of personalized learning implementation. I will also present new results on our newly developed interactive e-Book, which is designed to improve students’ comprehension monitoring and word knowledge skills.
---------------------------------------------------------------------
Robert Kalinowski
"Singing for Spatial Skills: Improving Spatial Cognition in Early Childhood with a Music, Gesture, and Vocabulary Teaching Video"
---------------------------------------------------------------------
Grace Lin, Bianca Cung, and Minnie Wu
"Interactive Tales: World Languages"
Abstract
Digital technology can be—and are increasingly—used to facilitate children’s learning of subject areas for which human and material resources are lacking. One such crucial area for children is the development of world languages, a term encompassing second language, foreign language, and heritage language. Learning world languages is essential for children growing up in an increasingly globalized society. Not only can learning other languages facilitate children’s cognitive development, but it also helps develop their awareness of global cultures and enhance their ability to effectively communicate with others. Yet, resources for children in the U.S. to learn non-English languages and acquire this fundamental 21st century skill are often scarce. In fact, the first decade of the 21st century shows a decline in the number of classrooms teaching foreign languages (Pufahl & Rhodes, 2011). Digital media and technology, however, can be used to support children’s world language development. This session will demonstrate Interactive Tales (I-Tales), a tablet app aimed to address the need of supporting children’s world language acquisition. The app targets early elementary school children and their parents. The young target audience is chosen because language fluency regarding pronunciation and intonation can be better developed with language exposure and instruction at an earlier age. Designed with the Universal Design for Learning and Game-Based Learning frameworks, which consider developmentally appropriate learning mechanics, I-Tales is a combination of games and “choose-your-own adventure” stories. Unlike other digital language learning programs designed for adults, I-Tales capitalizes on children’s developing abilities and learning process by incorporating playful aesthetics, highlighting children’s sense of agency, and providing suitable scaffolding and adaptive feedback. The learners create their own avatars and progress through stories with different language difficulty levels. As the avatars advance in the stories by choosing their own paths, they also pick up various tokens that may help them unlock additional story contents. The autonomy in creating their own avatar and choosing their own paths to unlock story contents should help maintain users’ engagement level. In terms of language development, the stories are narrated for the purpose of helping learners acquire pronunciation and prosody particular to the specific language. Each level features key vocabulary words and sentence structures. The prototype we wish to demonstrate at the conference is the digital story aspect. We will need a document camera for projecting the app onto a display wall. We will also discuss future implementation plans of the app.
---------------------------------------------------------------------
Mariya Nikolayev, Anna Evmenova, Kevin Clark, Stephanie Reich, M. Susan Burns
"Improving Preschoolers' Theory of Mind Skills with Digital Games: A Training Study"
---------------------------------------------------------------------
Amanda Nili and Tutrang Nguyen
"The Relation of Home Technologies in Executive Function Development Using the Early Childhood Longitudinal Study"
Abstract
Previous research concerning the influence of technology on executive function (EF) development in very young children is mixed in both its terms and findings (Bavelier, Green, & Dye, 2010). Some studies warn that early exposure to any technology may harm cognitive development (Ben-Sasson, 2010), while others are concerned more specifically about the effects of recreational technologies (e.g., television, video games) on EF (e.g., Schmidt & Anderson, 2007; see also Subrahmanyam, Kraut, Greenfield, & Gross, 2000). Using nationally representative data from the Early Childhood Longitudinal Study – 2010 Cohort (N = 15,787), we consider type of technology present at home and perform linear regression on standardized frequency values for exposure to each form. In doing so, we seek to better understand the co-occurrence of technology and EF development in kindergarten-aged children nationally, controlling for race, gender, age, and urbanicity. We perform additional regression analyses for components of EF (i.e., working memory, inhibitory control, and cognitive flexibility). Using linear regression with controls for individual student characteristics (sex, race, SES, and prior EF scores), we find that types of home computer use in spring of kindergarten have small but significant effects on EF and its component parts in spring of first grade, with the strongest relation between EF and using home computers to access the internet and art programs. Learning programs were not significantly associated with any components of EF. At present, we find no evidence of a significant damaging effect of home computer use on EF assessment values. As our data include diagnoses and severity reports for various disorders related to EF function and impairment (e.g., ADHD, ODD), future analyses will control for relevant diagnoses, as well as parent education and other factors associated with EF in the literature. The present study is preliminary; our findings support further investigation, with consideration of longitudinal effects, especially given that the literature does not hold conclusive findings on the involvement of technology in the rapid processes of EF development in early childhood.
---------------------------------------------------------------------
Melissa Powell and Stephanie Reich
"Applying a Developmental Lens to Preschool Game Design"
Abstract
Education-based computer games and apps (referred to here as educational games) interweave play with learning, making them an ideal platform for teaching preschool learners. Yet, to be such, game designers must consider preschool users’ capabilities for navigating through and understanding in-game activities by addressing age-specific interests, maintaining users’ focused attention, and providing carefully structured educational feedback. How can applying a developmental lens to game development make educational games for preschoolers truly educational? This poster synthesizes past research on effective forms of traditional face-to-face preschool teaching, and applies it to in-game features as a way of capitalizing on preschoolers’ natural abilities to learn. If games are designed with an understanding of how children develop and learn, strategically harnessing ways that make learning a fun experience for preschoolers, educational games can become a core platform for preschool education.
---------------------------------------------------------------------
Joanna Yau, Stephanie Reich, Yiran Wang, Melissa Niiya (Portland Public Schools), Gloria Mark, Mark Warschauer
"Using Logging Software to Study A Theoretical Framework on Friendship and Communication Among Emerging Adults"
Abstract
Logging software, which captures the amount of time and activities that users engage in online, is quite valuable in the study of social development. For this poster, we demonstrate how logging software can be utilized to test a developmental theory about friendship network size and communication.
In 1976, Mayhew and Levinger posited that the average time individuals interact with each other depends on their network size. Individuals in larger networks, receive greater amounts of input from others than individuals in smaller networks. As humans have limited time and resources, those in larger networks subsequently devote less time to each person or ignore less important people, both of which lessen contact. However, Mayhew and Levinger were not able to this theory due to challenges with data collection. Using automatic logging software, we are able to test this theory with older adolescents on one of the most popular social networking sites, Facebook.
The average number of Facebook friends users have likely exceeds the average number of social relationships people can manage, suggesting that input overload may occur. On average, people have 10-20 very close relationships (Parks, 2007) and about 125 social (less close) relationships in face-to-face settings (Hill & Dunbar, 2003). However online, social networks can be much larger (Manago, Taylor, & Greenfield, 2012). Thus, applying Mayhew and Levinger’s theory to Facebook networks, we would expect that as adolescents’ Facebook networks increase in size, the percent of their network that they message will decrease.
In this NSF-funded study, automatic logging software was installed onto 65 participants’ phones and computers to track their Facebook usage for seven to ten days. Time spent Facebook, number of Facebook friends, and Facebook activities were collected. Participants also completed a survey about the importance of and reasons for using Facebook and a demographic survey.
Logged data support Mayhew and Levinger’s hypothesis--network size negatively predicted the percent of the network users contacted--even after controlling for time on Facebook, importance of Facebook, reasons for using Facebook, gender, ethnicity, and age.
Unobtrusive logging software enabled collection of data on interactions between participants and their networks without the limitations of self-report. By using technology as a tool, we were able to shed some light on the communication patterns of teens’ online social networks.
-----------------------------------------------------------------------------------------------------------------------------------------------
Chancellor's Professor Carol Connor chaired the symposium "Assessing and Supporting Children’s Literacy Development Using Technology".
Associate Professor Stephanie Reich chaired the symposia "Born Digital: Connecting Developmental Science to Media Research" and "Putting the Education Back in 'Educational Apps'”.
Instrumental in meeting planning were School of Education Associate Professors Stephanie Reich and Gillian Hayes(Informatics/SoE Affiliated Faculty).
Chapter 14. "Understanding the Relative Value of Alternative Pathways in Postsecondary Education"
Xu, D., & Fletcher, J. (2016). Chapter 14. Understanding the relative value of alternative pathways in postsecondary education: Evidence from the State of Virginia. In M. Shah & G. Whiteford (Eds.), Bridges, Pathways, and Transitions: International Innovations in Widening Participation (pp.227-259). Cambridge, MA: Chandros Publishing.
Abstract: Chapter 14
In this chapter, we replicate and extend analyses completed in other state-wide studies by estimating returns to credentials and credit accumulation for first-time college students who enrolled in the Virginia Community College System (VCCS) in fall 2004 using a classic Mincerian approach. Consistent with previous studies, we find positive returns to college-level credits, even among students who did not earn a credential. When accounting for total number of college-level credits accumulated, we find significant “sheepskin effects” --- the value of an educational award as a signal apart from the skills actually associated with earning that degree --- associated with associate and bachelor’s degree receipt but no consistently positive sheepskin effects for short-term and long-term certificates. However, analysis by field of study reveals highly differentiated results, both in terms of returns to credits and the sheepskin effects. Lastly, we find that returns to credits and to award receipt differ among younger and older students, which suggests different educational needs and benefits for students at different points in their careers.
Publication Overview (Elsevier)
Bridges, Pathways and Transitions: International Innovations in Widening Participation shows that widening participation initiatives and policies have had a profound impact on improving access to higher education to historically marginalized groups of students from diverse socioeconomic and cultural backgrounds. The research presented provides a source of inspiration to students who are navigating disadvantage to succeed in higher education against the odds. There are stories of success in difficult circumstances, revealing the resilience and determination of individuals and collectives to fight for a place in higher education to improve chances for securing social mobility for next generations. The book also reveals that more work and policy interventions are needed to further equalize the playing field between social groups. Governments need to address the entrenched structural inequalities, particularly the effects of poverty, that prevent more academically able disadvantaged students from participating in higher education on the basis of the circumstances of their birth. Across the globe, social reproduction is far more likely than social mobility because of policies and practices that continue to protect the privilege of those in the middle and top of social structures. With the gap between rich and poor widening at a rate previously unseen, we need radical policies to equalize the playing field in fundamental ways.
Xu, D., & Fletcher, J. (2016). Chapter 14. Understanding the relative value of alternative pathways in postsecondary education: Evidence from the State of Virginia. In M. Shah & G. Whiteford (Eds.), Bridges, Pathways, and Transitions: International Innovations in Widening Participation (pp.227-259). Cambridge, MA: Chandros Publishing.
Abstract: Chapter 14
In this chapter, we replicate and extend analyses completed in other state-wide studies by estimating returns to credentials and credit accumulation for first-time college students who enrolled in the Virginia Community College System (VCCS) in fall 2004 using a classic Mincerian approach. Consistent with previous studies, we find positive returns to college-level credits, even among students who did not earn a credential. When accounting for total number of college-level credits accumulated, we find significant “sheepskin effects” --- the value of an educational award as a signal apart from the skills actually associated with earning that degree --- associated with associate and bachelor’s degree receipt but no consistently positive sheepskin effects for short-term and long-term certificates. However, analysis by field of study reveals highly differentiated results, both in terms of returns to credits and the sheepskin effects. Lastly, we find that returns to credits and to award receipt differ among younger and older students, which suggests different educational needs and benefits for students at different points in their careers.
Publication Overview (Elsevier)
Bridges, Pathways and Transitions: International Innovations in Widening Participation shows that widening participation initiatives and policies have had a profound impact on improving access to higher education to historically marginalized groups of students from diverse socioeconomic and cultural backgrounds. The research presented provides a source of inspiration to students who are navigating disadvantage to succeed in higher education against the odds. There are stories of success in difficult circumstances, revealing the resilience and determination of individuals and collectives to fight for a place in higher education to improve chances for securing social mobility for next generations. The book also reveals that more work and policy interventions are needed to further equalize the playing field between social groups. Governments need to address the entrenched structural inequalities, particularly the effects of poverty, that prevent more academically able disadvantaged students from participating in higher education on the basis of the circumstances of their birth. Across the globe, social reproduction is far more likely than social mobility because of policies and practices that continue to protect the privilege of those in the middle and top of social structures. With the gap between rich and poor widening at a rate previously unseen, we need radical policies to equalize the playing field in fundamental ways.
Domain-Specific and Domain-General Training to Improve Kindergarten Children’s Mathematics"
Ramani, G.B., Jaeggi, S.M., Daubert, E., & Buschkuehl, M. (Accepted). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition.
Abstract
Ensuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81) from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.
Ramani, G.B., Jaeggi, S.M., Daubert, E., & Buschkuehl, M. (Accepted). Domain-specific and domain-general training to improve kindergarten children’s mathematics. Journal of Numerical Cognition.
Abstract
Ensuring that kindergarten children have a solid foundation in early numerical knowledge is of critical importance for later mathematical achievement. In this study, we targeted improving the numerical knowledge of kindergarteners (n = 81) from primarily low-income backgrounds using two approaches: one targeting their conceptual knowledge, specifically, their understanding of numerical magnitudes; and the other targeting their underlying cognitive system, specifically, their working memory. Both interventions involved playing game-like activities on tablet computers over the course of several sessions. As predicted, both interventions improved children’s numerical magnitude knowledge as compared to a no-contact control group, suggesting that both domain-specific and domain-general interventions facilitate mathematical learning. Individual differences in effort during the working memory game, but not the number knowledge training game predicted children’s improvements in number line estimation. The results demonstrate the potential of using a rapidly growing technology in early childhood classrooms to promote young children’s numerical knowledge.
"Bilingual Preschool Children’s Second-Language Vocabulary Development"
Grøver, V., Lawrence, J., & Veslemøy, R. (September 2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism.
10.1177/1367006916666389
Abstract
Few previous studies, if any, have analyzed whether the interaction effects between L1 vocabulary skills and L2 exposure may impact L2 vocabulary skills; that is, whether children with more developed L1 vocabulary skills are more prepared to make use of the L2 environment. We examined whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts. The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in the amount and diversity of the L2 talk they were exposed to in interactions with teachers and peers.
Preschool L2 talk exposure was assessed by calculating the density of word tokens and word types in video-taped teacher-led group talk and in peer-play talk. The children’s vocabulary skills were assessed in L1 at age five and in L2 at ages four, five, six, seven and 10, using translated versions of the Peabody Picture Vocabulary Test-III. To obtain a more reliable estimate of the children’s L2 vocabulary skills we used data from all time points to fit a longitudinal growth model.
Findings: Children with more developed L1 vocabulary skills who were exposed to teacher-led talk and peer-play talk with a high density of tokens had more developed L2 vocabulary skills at age five. This interaction effect remained after controlling for maternal education.
Implications: Interdependency among languages may be mediated by classroom talk quality. We suggest that rather than limiting the discussion of L1–L2 relations to issues of direct transfer, future research should include children’s experiences with using socio-pragmatic skills when interpreting word meaning.
Grøver, V., Lawrence, J., & Veslemøy, R. (September 2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism.
10.1177/1367006916666389
Abstract
Few previous studies, if any, have analyzed whether the interaction effects between L1 vocabulary skills and L2 exposure may impact L2 vocabulary skills; that is, whether children with more developed L1 vocabulary skills are more prepared to make use of the L2 environment. We examined whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts. The participants were 26 bilingual children, speaking Turkish (L1) and Norwegian (L2), who participated in a longitudinal study. At age five, they experienced variability in the amount and diversity of the L2 talk they were exposed to in interactions with teachers and peers.
Preschool L2 talk exposure was assessed by calculating the density of word tokens and word types in video-taped teacher-led group talk and in peer-play talk. The children’s vocabulary skills were assessed in L1 at age five and in L2 at ages four, five, six, seven and 10, using translated versions of the Peabody Picture Vocabulary Test-III. To obtain a more reliable estimate of the children’s L2 vocabulary skills we used data from all time points to fit a longitudinal growth model.
Findings: Children with more developed L1 vocabulary skills who were exposed to teacher-led talk and peer-play talk with a high density of tokens had more developed L2 vocabulary skills at age five. This interaction effect remained after controlling for maternal education.
Implications: Interdependency among languages may be mediated by classroom talk quality. We suggest that rather than limiting the discussion of L1–L2 relations to issues of direct transfer, future research should include children’s experiences with using socio-pragmatic skills when interpreting word meaning.
Administrators from Pegasus California School, Qingdao, China, Visit SoE
Educators from Pegasus California School in Qingdao, China, accompanied by former California Secretary of Education Dr. David Long, visited UC Irvine’s School of Education on October 12 to learn more about the philosophy, pedagogy, and methodology guiding UCI’s teacher credential programs.
Pegasus California School, the first international school in Qingdao, China, opened on September 5th. Pegasus Qingdao is the only school of its kind in all of China--a boarding school with all California credentialed teachers, all teaching in English, using California curriculum and textbooks, and encouraging students to communicate in English inside and outside of class.
The Pegasus educators were greeted by SoE’s Director of Teacher Education, Virginia Panish. During her presentation Dr. Panish summarized the core commitments guiding UCI’s approach to teacher education: equity, understanding learners and learning, teaching and learning in the content areas, learning from practice, and leadership.
Currently, three of Pegasus’ seven teachers are graduates of UCI’s Master of Arts in Teaching (MAT) program, and Pegasus administrators are interested in employing more UCI credential graduates as the Qingdao school expands and two other locations in China are added to the Pegasus model in 2017.
Pegasus California School educators visiting from Qingdao included
Educators from Pegasus California School in Qingdao, China, accompanied by former California Secretary of Education Dr. David Long, visited UC Irvine’s School of Education on October 12 to learn more about the philosophy, pedagogy, and methodology guiding UCI’s teacher credential programs.
Pegasus California School, the first international school in Qingdao, China, opened on September 5th. Pegasus Qingdao is the only school of its kind in all of China--a boarding school with all California credentialed teachers, all teaching in English, using California curriculum and textbooks, and encouraging students to communicate in English inside and outside of class.
The Pegasus educators were greeted by SoE’s Director of Teacher Education, Virginia Panish. During her presentation Dr. Panish summarized the core commitments guiding UCI’s approach to teacher education: equity, understanding learners and learning, teaching and learning in the content areas, learning from practice, and leadership.
Currently, three of Pegasus’ seven teachers are graduates of UCI’s Master of Arts in Teaching (MAT) program, and Pegasus administrators are interested in employing more UCI credential graduates as the Qingdao school expands and two other locations in China are added to the Pegasus model in 2017.
Pegasus California School educators visiting from Qingdao included
- Eric Yuan, General Principal of China Campuses
- Michael Xu, Chinese Principal
- Catherine Xue, Director of Admissions
- Evio Han, Director of Teacher Assistants
- Jason Huang, Assistant to the Principal
- Max Huang, Admissions Office Specialist
- Crystal Hu, Teacher Assistant
SoE Hosts Fall Credential Advisory Council Meeting
Members of the School's Credential Advisory Council gathered for a fall breakfast meeting at the University Club on November 4th.
Following a sharing of district and university updates, members discussed perceived need and possible content/strands for an online MA degree; implementation of CTC updates; formats for district/university mentor training; coordinating training opportunities among schools, district, and UCI; options for webinar training; responses to the current substitute teacher shortage; participation in the April 1, 2017 UCI Employment Fair; and future district hiring needs in view of an anticipated teacher shortage.
The Credential Advisory Council includes members from Orange County Department of Education, Capistrano USD, Garden Grove USD, Huntington Beach Union HSD, Irvine USD, Newport-Mesa USD, Ocean View USD, Santa Ana USD, Saddleback Valley USD, Community Roots Academy, & UCI SoE. The meeting was coordinated by Director of Teacher Education Virginia Panish.
The next Credential Advisory Council Meeting is scheduled for March 2017.
Members of the School's Credential Advisory Council gathered for a fall breakfast meeting at the University Club on November 4th.
Following a sharing of district and university updates, members discussed perceived need and possible content/strands for an online MA degree; implementation of CTC updates; formats for district/university mentor training; coordinating training opportunities among schools, district, and UCI; options for webinar training; responses to the current substitute teacher shortage; participation in the April 1, 2017 UCI Employment Fair; and future district hiring needs in view of an anticipated teacher shortage.
The Credential Advisory Council includes members from Orange County Department of Education, Capistrano USD, Garden Grove USD, Huntington Beach Union HSD, Irvine USD, Newport-Mesa USD, Ocean View USD, Santa Ana USD, Saddleback Valley USD, Community Roots Academy, & UCI SoE. The meeting was coordinated by Director of Teacher Education Virginia Panish.
The next Credential Advisory Council Meeting is scheduled for March 2017.
School Awards Ceremony Presents 29 Scholarships to MAT & CalTeach Education Students
UCI's School of Education hosted the 2016-2017 Scholarship Awards Ceremony on October 25th in Education 2010.
SoE Dean Richard Arum welcomed students and guests and spoke of the importance of a career in education.
Five categories of scholarships were presented: Dean's Scholarship; Mary Roosevelt Honor Scholarship in Teaching and Learning, Rudy Hanley Scholarship, Owen Thomas Scholarship, and President's Educator Scholarship.
Dean's Scholarship, presented by Dean of the School of Education Richard Arum
Rudy Hanley Scholarship, presented by Director of Teacher Education Virginia Panish
Owen Thomas Scholarship, presented by Professor Carol Booth Olson
President's Educator Fellowship, presented by Associate Professor Elizabeth van Es
Mary Roosevelt Honor Scholarship in Teaching and Learning, presented by Mary Roosevelt
UCI's School of Education hosted the 2016-2017 Scholarship Awards Ceremony on October 25th in Education 2010.
SoE Dean Richard Arum welcomed students and guests and spoke of the importance of a career in education.
- As Dean of UC Irvine's School of Education, I commend you on the academic success you have achieved. With these scholarships, we are pleased to recognize both your accomplishments to date and your potential to have real and lasting impact on the children and youth you will be teaching. Through the remainder of your studies, our faculty commit to offering you the best professional preparation the University of California can provide. Upon your graduation, we will welcome you into our alumni network and will look forward to following your career and your contributions in this most important and time-honored profession - teaching.
Five categories of scholarships were presented: Dean's Scholarship; Mary Roosevelt Honor Scholarship in Teaching and Learning, Rudy Hanley Scholarship, Owen Thomas Scholarship, and President's Educator Scholarship.
Dean's Scholarship, presented by Dean of the School of Education Richard Arum
- Katiana Harvey
- Jessica Russo
Rudy Hanley Scholarship, presented by Director of Teacher Education Virginia Panish
- Giovanna Miranda Osornio
Owen Thomas Scholarship, presented by Professor Carol Booth Olson
- Jenny Tran
President's Educator Fellowship, presented by Associate Professor Elizabeth van Es
- Young Hee Hwang
- Berenize Leal
- Esefani Rios
- Alisha Schloesser
- Tien Tran
Mary Roosevelt Honor Scholarship in Teaching and Learning, presented by Mary Roosevelt
- Jessica Berliner
- Julianna Chavez
- Joshua Copple
- Bethany Ellis
- Dustin Holtz
- Hilda Kasravi
- Adriana Mancilla
- Joel Medina
- Dane O’Barr
- Zane Pang
- Tala Pirouzian
- Katherine Reza
- Erika Rojas
- Emily Salveson
- Courtney Sharar
- Shay Sharp
- Akari Sunaga
- Eric En-yu Young
- Devon Zangger
- Daphne Zhou