EIU Teaching, Learning & Foundations

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This study examined influences on the cognitive competencies of Hispanic students. Using the Integrative Model as a theoretical framework, this mixed-methods analysis employed observations and interviews to investigate how children’s individual characteristics and family structures affected students’ cognitive abilities. A reading and mathematics test was also administered to collect quantitative data on the students’ academic competencies.

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This quantitative study sought to assess the job satisfaction of early childhood educators and determine what factors influence satisfaction. Thirty-two teachers were surveyed on their job satisfaction and asked to rate their satisfaction with specific aspects of their jobs, such as administration and salaries.

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The study investigates the relationship between teacher attire and preschoolers’ perceptions on what a good teacher looks like.

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This study investigated young students’ perspectives on what strategies work well in learning mathematics. Using a mixed-methods approach, the researchers administered a quantitative survey, completed classroom observations, and conducted interviews to triangulate their data.

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The purpose of this study was to explore preschoolers preferences towards children from different cultural backgrounds.

The study examines if a code switching technique demonstrated by the teacher helps English language learners acquire a second language. Nineteen preschoolers from families speaking Spanish as their primary language participated in the study for seven weeks. Structured classroom observations, pre-and post-test checklists, anecdotal notes, and the Speaking Component Scale were used to measure children’s scores in speaking, listening and writing in English. Data from the Speaking Component Scale showed an increase in grammar and expressive language scores after learning about the code switching technique. However, the children scored low in the reading component of identifying concepts about print and text features post-test. The code switching technique does appear to support the acquisition of a second language for English language learners.

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More about Geena

"Geena Anselmo is a senior majoring in Special Education with Dual Certification in Early Childhood Education. She is a President of the Student Association for the Education of Young Children, an active member of the Special Education Honors Fraternity and Sigma Rho Epsilon. Geena had conducted two research studies entitled, Does Code Switching Work for Young Children? A Case Study of English Language Learners (with Mohogany Williams) and An Examination of Student’s Perspectives on What Works in Learning Mathematics (with Catherine Welsh). Both studies were funded by the College of Education and Professional Studies grants and under the supervision of Dr. Sham’ah Md-Yunus. These studies were also presented at the National Conference for Undergraduate Research and Eastern Illinois University Showcase in 2010 and 2012. Currently, Geena is developing a tool to help children with autism to learn concepts about print.

In the future she plans to pursue a Masters Degree to continue research in education.

More about Mohogany

Mohogany is a senior majoring in Early Childhood Education and specialized in Special Education. Currently, she is student teaching in Richpon Park, Illinois. Mohogany was a past treasury of the Student Association for the Education of Young Children. She had conducted two research studies entitled, Does Code Switching Work for Young Children? A Case Study of English Language Learners (with Geena Anselmo) and Teaching mathematics in early childhood classrooms: Exploring Teacher’s Believe about What Works (with Jorjoh Joof). Both studies were funded by the College of Education and Professional Studies grants and under the supervision of Dr. Sham’ah Md-Yunus. These studies were also presented at the National Conference for Undergraduate Research and Eastern Illinois University Showcase in 2011 and 2012.

Effective social studies teachers use comprehensive, complex content that complicates students’ prior knowledge. Engaging methods and authentic assessments supplement the content, which incorporates interesting primary sources and the latest secondary interpretations. Historians’ understandings about Columbus, however, differ dramatically from both the public’s knowledge of and teachers’ lessons about Columbus. Historians strongly disagree on Columbus’s motivations and how modern society should perceive his involvement in violence, slavery, and thievery; they disagree to a lesser extent on his navigational talent, bravery, curiosity, and interest in India and spices. These historical disagreements manifest into controversy when various political, educational, or special interest groups (attempt to) influence how schools teach about Columbus. Teachers (especially elementary educators), intending to avoid controversy, generally create a “hero” narrative based on Columbus’s navigational skills, bravery, curiosity, and interest in Asia, India, and spices. By censuring contentious content, teachers generate a one-dimensional narrative of Columbus as pious and without fault. To constructively confront this paradigm, the authors historicize Columbus through representative examples of primary source material and competing secondary historical interpretations of the primary sources. They adapt the content, offer age appropriate methods, and suggest authentic assessment strategies for elementary, middle, and high school teachers.

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Christopher Columbus in an Elementary School’s Spiraled Curriculum: A Case Study.

Educators’ content background and use of accurate, age-appropriate teaching materials generate quality teaching. Content in every grade level should supplement content from previous grades in a spiraled format. State test results on students’ math and reading indicate, but do not prove, the presence of these two presumptions. Because history is not tested, the authors examined the basis of these two presumptions for history in two school districts that require every elementary educator to teach about Christopher Columbus. Findings reveal significant interconnections between these two presumptions and have consequential implications as states consider standardized testing in other curricular areas, such as history.

Full article to be published in Winter 2013 issue of Middle Ground Journal of Academic World History.

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More about Maegan

As an undergraduate student in the Department of Early Childhood, Elementary, and Middle Education at Eastern Illinois University, Maegan Walsh (now Wilton) explored the historiography of Christopher Columbus in Dr. Bickford’s Block II social studies methodology course. For this research, Maegan received the Booth Library Award for Excellence in Student Research and Creative Activity. Maegan then earned the Honors College’s Undergraduate Research, Scholarship, and Creative Activity grant to investigate local elementary schools’ implementation of Columbus curricula. Maegan and Dr. Bickford examined the generated data and then constructed a spiraled, K-12 curriculum with differentiated content, age-appropriate methodology, and discipline-specific assessments. World History Connected published the latter in Spring of 2012; Middle Ground Journal of Academic World History accepted the former for publication in Winter of 2013. Maegan’s heart lies in the classroom with young students and her focus remains on being the best possible teacher. She was a 3rd/4th grade elementary teacher at St. Philip Neri School (Chicago, IL) and currently is a 6th grade teacher at Learn Charter School (North Chicago, IL).