UMBC Sherman Center for Early Learning in Urban Communities

Permanent URI for this collectionhttp://hdl.handle.net/11603/20268

The Sherman Center is a multidisciplinary center established with a generous gift from the George and Betsy Sherman Family Foundation. Through applied research, professional and leadership development, and partnerships with schools, families, and communities, it seeks to build a strong foundation for learning among young children in Baltimore City and develop best early education practices for urban schools.

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Increasing Access to Multicultural Books in Early Childhood Classroom Libraries: An Evaluation of the Diverse Books Project
(Sherman Center for Early Learning in Urban Communities, 2024-12-20) Godwin, Karrie E.; Kumaravelan, Praveen; Aquino, Ana Katrina; Baker, Linda; Mata-McMahon, Jennifer
This work evaluates the Diverse Books Project, a program of the Sherman Center for Early Learning in Urban Communities, through the analysis of archival data on teachers� program participation and anticipated use of the program resources (Study 1). We also gathered retrospective data on teachers� perception of the program抯 utility (Study 2) to help inform future iterations of the program and to provide guidance to other institutions or schools that aim to create similar programming. The Diverse Books Project was designed to provide teachers with access to multicultural children抯 books for their classroom libraries. The program delivered over 1,700 copies of books to more than 100 teachers. The data suggest teachers perceived important benefits from the program for both themselves and their students. Recommendations are provided for future program iterations and lessons learned are offered for institutions who aim to create similar community-school partnerships.
Virtual Instruction in Elementary School Classrooms during the COVID-19 Pandemic
(2023-05-28) Kaur, Freya; Sonnenschein, Susan; Godwin, Karrie E.
Brain Breaks: Teacher Usage And Child Preference
(University of California, 2024) Kumaravelan, Praveen; Leroux, Audrey; Godwin, Karrie E.
Brain breaks are often used during lessons to replenish childrens’ attention, but children may respond differently to the variety of brain breaks they are offered. Therefore, two studies were conducted to identify both teachers’ current use of brain breaks (Study 1) as well as the types of brain breaks children prefer (Study 2). Study 1 consisted of a survey of K-2 teachers (N = 796) across the United States regarding the implementation and types of brain breaks commonly used in their classrooms. The three most common break types reported by teachers were physical activity breaks, videos, and dancing. Study 2 consisted of a forced choice task in which elementary- and middle-school students were asked to pick between two instantiations of six different break types: cognitive engagement breaks, mindfulness exercises, physical activity breaks, nature videos, coloring, and mind wandering. For each break type, children were asked to pick the instantiation they preferred as well as the one they believed would help them focus. Children were then asked to rank the six breaks they selected from most to least preferred and most to least beneficial for focusing. Data collection is ongoing (N = 53). Preliminary results revealed children were more likely to rank cognitive engagement breaks as their most preferred break type. Analyses within break type revealed that students preferred mazes over pattern blocks as a cognitive engagement break, color jump over calisthenics for physical activity breaks, videos of forest scenery over cows grazing for a nature video break, mandala coloring over abstract coloring as a coloring break, and viewing a poster of a starry sky over an abstract poster as a mind wandering break.
Comparing generating predictions with retrieval practice as learning strategies for primary school children
(2024-02-23) Carvalho, Paulo; Godwin, Karrie E.
This eye tracking study examines the learning benefits of two common active learning approaches ? generating predictions and retrieval ? for young children. Both generating predictions and retrieval practice are active learning approaches that involve generating responses and then being provided with the correct information or retrieving previously provided correct information. Participants included 90 children (mean age: 7 years; Female = 46, Male = 42). Parents reported children?s race and ethnicity as follows: 2% Asian/Pacific Islander, 5% African American, 74% Caucasian, 3% other, and 6% identified as two or more categories; demographics largely reflective of the county where the data was collected, but nevertheless the generalizability of these findings to more diverse populations may be limited. In this study, young children learned facts about insects (e.g., ?insects are hard on the outside?) while we measured their attention to the lesson using eye tracking technology. Then their knowledge was assessed on an immediate test. All children were presented with the same materials but the presentation order was modified based on condition assignment. In the generating predictions condition, children saw examples of animals and were asked if an animal was an insect or they saw animals and were asked to identify which one was the insect, followed by the correct response. In the retrieve condition, the presentation order was reversed such that children first saw the correct response and then were asked if the animal was an insect or which of two examples was an insect. Results suggest that although retrieval practice results in overall better learning outcomes, generating predictions increased children's attention to the materials (d = 1.92), and among children who were able to maintain attention, learning outcomes were equal among the two conditions.
Attending to what’s important: what heat maps may reveal about attention, inhibitory control, and fraction arithmetic performance
(Frontiers, 2023-11-01) Godwin, Karrie E.; Thompson, Clarissa A.; Kaur, Freya; Iwai, Yuika; Fitzsimmons, Charles J.; Taber, Jennifer M.
Math proficiency is an important predictor of educational attainment and life success. However, developing mathematical competency is challenging, and some content (e.g., fractions) can be enigmatic. Numerous factors are suspected to influence math performance, including strategy knowledge, attention, and executive functions. In two online studies, we investigated the relationship between adults’ fraction arithmetic performance, confidence judgments, inhibitory control (a component of executive functions), and attention to strategy-relevant fraction components. We explored the utility of heat maps (based on mouse clicks) to measure adults’ attention to strategy-relevant fraction arithmetic components (operationalized according to each mathematical operation). In Study 1, attending to strategy-relevant fraction components was correlated with inhibitory control, but this finding did not replicate in Study 2. Across both studies, inhibitory control and attention to strategy-relevant fraction components were correlated with arithmetic accuracy. Intraindividual variability in participants’ attention to strategy-relevant fraction components was also found. Our findings suggest that heat map questions may be a viable alternative to assess participants’ attention during fraction tasks and that attention to specific fraction-arithmetic problem features is related to problem-solving accuracy.
Teaching and Learning during a Global Pandemic: Perspectives from Elementary School Teachers and Parents
(MDPI, 2023-04-21) Godwin, Karrie E.; Kaur, Freya; Sonnenschein, Susan
COVID-19 has had a major impact on education, with many children attending school online for more than a year. To understand the implications of online learning for U.S. teachers (Study 1; N = 49) and families (Study 2; N = 189) of elementary school students, we administered a survey in spring 2021, about one year into the pandemic. Participants answered questions about the instructional modality and format, challenges managing instruction, and children’s attention and learning. Comparing virtual to in-person instruction (pre-COVID-19) showed: (1) teachers reported the quantity of virtual instruction was less than in-person instruction and children were more off-task; (2) parents reported greater stress managing virtual instruction with fewer than half the children completing online lessons independently; and (3) parents reported that children exhibited mild-frustration during both virtual and in-person instruction, but children enjoyed learning in-person more. Understanding teachers’ and families’ experiences with virtual instruction will help elucidate potential factors contributing to pandemic-related learning losses, enabling more targeted support.
Singing the Same Song: Engaging Families in Read Two Impress Plus
(Wiley, 2022-05-04) Nash, Kindel; Michael, Joshua; Mata-McMahon, Jennifer; Lee, Jiyoon; Ackerman, Kris'tina
Read Two Impress Plus (R2I+) is a fluency-building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership-centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7–12, at two urban schools in the Mid-Atlantic. Results of this mixed methods study indicate that the family literacy routine had a positive impact on the participating students' reading fluency. In addition, the engagement had a positive influence on the way family members engaged with their children in reading and literacy practices at home.
Promoting Kindergarten Readiness During Remote Learning Through CommunityBased Family Literacy Sessions
(IGI Global, 2022) Rochester, Shana; Mata-McMahon, Jennifer
The purpose of this chapter is to describe a series of community-based family literacy sessions and the responsive strategies used to modify the sessions for remote instruction to meet the needs of caregivers of young children (birth to age 3). Situated within a two-generation approach to family engagement, the sessions were implemented through a family-school-community partnership with a university-based early learning research center, early learning centers in two urban Title I schools, and a public library. Session attendees included a sample of 44 racially, ethnically, and linguistically diverse families. In addition to describing the family literacy program, the chapter highlights the ways in which family literacy sessions can positively influence the home literacy environment of families who participate in sessions regularly. The chapter concludes with recommendations for facilitators aiming to work collaboratively with community partners and families to develop mutually beneficial family literacy initiatives.
UMBC’s Sherman Center for Early Learning in Urban Communities is transforming early childhood education in Maryland
(UMBC News, 2020-10-27) Duque, Catalina Sofia Dansberger
BU Wheelock Partners with Dr. Shana E. Rochester for the Diverse Books Project 2.0
(Boston University, Wheelock College of Education & Human Development, 2021-05-24)
Learning Through Reflection: A Graduate Student’s Story of Reciprocity
(Rackham Graduate School, University of Michigan, 2017-10-05) Rochester, Shana E.
Interrogating Allyship in Cross-Race Doctoral Advising Relationships
(Medium, 2021-02-24) Rochester, Shana E.; Duke, Nell K.
After the Grade: A Guide to Publishing a Scholarly Paper in a Peer-Reviewed Journal
(International Honor Society in Psychology, 2013) Blankson, A. Nayena; Rochester, Shana E.
The purpose of this guide is to help students publish their papers in a peer-reviewed journal. It was written by an undergraduate student in the process of submitting a manuscript for publication and contains helpful tips and steps to make the process as smooth as possible. The guide is broken into sections that attempt to help the student turn an undergraduate paper into a competitive manuscript for publication.
Integrating Service-Learning into Developmental Science Courses
(SRCD, 2013-04) Blankson, A. Nayena; Rochester, Shana E.
Reading Relationships: The Power of Parents
(ASCD, 2015-08-27) Roberts, K. L.; Rochester, Shana E.
When it comes to early literacy learning, the quality and quantity of home and school interactions are crucial. Effective home literacy experiences improve outcomes related to reading and listening comprehension and vocabulary (Sénéchal & LeFevre, 2002), as does access to quality early childhood (Barnett, 2008) and elementary educational programs. Literacy practices at school and home have a synergistic and complementary relationship—teachers have specialized knowledge of curricula, cognition and learning, and instructional techniques; parents have intimate knowledge of their children's interests, background knowledge, and (typically) more opportunities to practice literacy skills one on one. When the two work harmoniously, children reap the most benefits. However, forging these relationships can be difficult, particularly when parents are intimidated or overwhelmed by the idea of "teaching" at home (Green, Walker, Hoover-Dempsey, & Sandler, 2007). Many parents are eager to work with their children at home but are unsure of how to best do so (Drummond & Stipek, 2004). Although many teachers simply ask parents to work on school tasks (i.e., homework) at home, we suggest highlighting opportunities and providing tips for literacy learning within everyday family interactions. This can foster authentic learning experiences and position parents as partners in their children's literacy learning and success. Below we give examples of ways in which parents can infuse literacy into three common family activities, each of which aligns with the Common Core State Standards for English language arts and builds skills central to reading success (National Early Literacy Panel, 2008; National Reading Panel, 2002).
Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms
(Taylor & Francis, 2019-05-16) Curento, Stephanie M.; Iruka, Iheoma U.; Humphries, Marisha; Jensen, Bryant; Durden, Tonia; Rochester, Shana E.; Sims, Jacqueline; Whittaker, Jessica; Kinzie, Mable
Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: Challenging Status Quo Knowledge, Equitable Learning Opportunities for RMLs, Equitable Discipline, Connections to Home Life, and Personalized Learning Opportunities. Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers.
"It’s a great partnership!” A Mixed-Methods Case Study of an African American Teacher in an Urban Full-Service Community School
Sanders, Mavis G.
Research provides clear and compelling evidence of the positive short and long-term effects that African American teachers have on African American students’ educational experiences and outcomes (see, for example, Egalite et al., 2015; Gershenson et al., 2017, Klopfenstein, 2005; Lindsay & Hart, 2017; Redding 2019). Likewise, full-service community schools (FSCSs) are a promising strategy to transform education for African American students in underserved communities (Galindo & Sanders, 2019). FSCSs are characterized by culturally and community responsive learning opportunities, partnerships with students’ families and communities, integrated social welfare and health services, community development, and an inclusive, equity approach to school leadership (Blank et al., 2003; Oakes et al., 2017). These characteristics align with the empirically identified values and attributes of African American teachers (Kohli & Pizarro, 2016). To explore this alignment, the present study draws on survey, observation, and interview data collected from an effective African American female teacher in an award-winning urban FSC high school. It addresses the following research questions: How do the focal teacher’s values and attributes align with the defining principles of FSCSs, and how has the FSC high school affected her professional growth and praxis? Implications of the study’s findings for expanding the knowledge base on African American teachers, FSCSs, and African American students’ development and educational success are discussed.
Lakeland Dual Language Program Study AY 2016 –17 to AY 2018 –19
(Sherman Center UMBC, 2020-08) Mata-McMahon, Jennifer; Burggraf-Bassett, Laurel; Salas, Ana Gabriela; Michael, Joshua L.
This study looks at evaluating the design and implementation of the Lakeland Dual Language Program (DLP). Lakeland is a Full-Service Community School (FSCS) in Baltimore, Maryland serving primarily Latinx and African American students. The purpose of this study is twofold: 1) to document the design, implementation and scaling of the FSCS’s DLP, coming into its fifth cohort (this report considered cohorts one through three), and 2) to gauge the impact the program has had on the learning outcomes of Emergent Bilingual (EBs). The ultimate goal of this ongoing study is to allow for dissemination and replication of the DLP into other public schools in the district and beyond.

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