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Jones, Jennifer – Childhood Education, 2020
In this article, Jennifer Jones describes how at Pine Street School in New York City, they have dispensed with the traditional industrial model of schooling and are looking ahead to the future. The entire school was designed with optional learning environments. Jones describes innovative elements from varied seating (floor cushions, modular…
Descriptors: Teaching Methods, Teacher Attitudes, Teacher Student Relationship, Futures (of Society)
Cheatham, Gregory A.; Nyegenye, Sylvia – Early Childhood Education Journal, 2017
While partnerships including meaningful, two-way, parent-teacher dialogue about young children during early childhood program and school meetings are critical, linguistic differences between bilingual parents who are immigrants and early educators can impede communication and lead to inequitable services. In this article, we focus on one aspect of…
Descriptors: Bilingualism, Immigrants, Language Usage, Parent Teacher Cooperation
Cheatham, Gregory A.; Jimenez-Silva, Margarita – Childhood Education, 2012
Parent-educator partnerships are an important element of effective early childhood, K-12, and special education programs (Dunst, Trivette, & Snyder, 2000; Tabors, 2008). While early childhood and other classrooms in the United States are increasingly diverse, the teachers in those classrooms are unlikely to be of the same linguistic or cultural…
Descriptors: Disabilities, Immigrants, Kindergarten, Cultural Background
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Lacina, Jan – Childhood Education, 2004
Today, a plethora of Web sites and software packages are designed specifically for English language learners, and not only are most teacher candidates well-versed in how to use technology, they are likely familiar with numerous software programs that are appropriate to use with children. Although teacher candidates may be well-trained in how to…
Descriptors: Second Language Learning, Educational Technology, Computer Software, Bilingual Teachers