Join NCQTL, the fourth Monday of each month from 1-1:45 p.m. Eastern Time (10-10:45 a.m. Pacific Time), for a facilitated broadcast call on research and implications for practical application. Guest presenters include well known researchers and other leaders. Please enjoy our archive of Front Porch Series Broadcast Calls below. View information about our next broadcast call or view an archive of the most recent broadcasts.
10/27/2014 – An Introduction to the Preschool Curriculum Consumer Report: for Head Start Classrooms
Bridget Hamre, University of Virginia
This presentation provided an overview of NCQTL's Preschool Curriculum Consumer Report. It presented information to help Head Start programs use the report to guide decisions about their classroom curricula.
9/22/2014 – Classroom-Based and Parent-Focused Interventions for Promoting Social and Emotional Competence in Young Children
Erin Barton, Vanderbilt University
Explore an overview of 10 classroom approaches that focus on enhancing children’s social-emotional competence. The video also presents eight parenting interventions. They are based on a review that used the adoption criteria introduced by Joseph and Strain (2003). It discusses the results and the implications for teachers, families, and children.
08/25/2014 – Head Start CARES: The Implementation and Impacts of Preschool Social-Emotional Interventions at Scale
Dr. Shira Mattera, Manpower Demonstration Research Corporation (MDRC)
The Head Start CARES study is a large-scale randomized control trial of three different social-emotional interventions in Head Start (Incredible Years Teacher Training, Preschool PATHS, and Tools of the Mind – Play). Dr. Mattera described the implementation system put in place to support the enhancements, including training, coaching, monitoring, and technical assistance, as well as how they were used in the classroom. Also she presented the impacts of each enhancement on teacher practices and child outcomes. Finally, Dr. Mattera discussed lessons learned about supporting and implementing these social-emotional enhancements at scale across the country.
05/19/2014 – Moving Right Along: Planning Transitions to Prevent Challenging Behavior
Dr. Kathleen Artman Meeker, University of Washington
Dr. Kiersten Kinder, Susan Gray School of Peabody College
For many teachers, transitions are the hardest parts of the day. Researchers estimate that young children spend up to 30 percent of their day transitioning. This can include arrival, departure, preparing for meals, and moving between areas or activities. Children's challenging behavior may be related to how staff members plan, schedule, and implement transitions. Predictable, structured routines are critical for helping children feel secure. Find out how they also can help teachers maximize learning.
04/28/2014 – A Framework for Planning Professional Development in Emergent Literacy
Dr. Jeanette McCollum, University of Illinois at Urbana-Champaign
Dr. Tweety Yates, NCQTL & University of Illinois at Urbana-Champaign
Dr. McCollum and Dr. Yates describe the tiered framework they used, over a four-year period, to plan and deliver professional development. Activities included teacher institutes, small group meetings, and coaching. On the call, they focus on how use of the framework was reflected in changes in professional development over time. They also highlight how it supported the use of individualized classroom coaching. Examples from classrooms at the lowest and highest tiers show how coaching was guided by differences in teachers’ learning.
03/24/2014 – Science and Math in Preschool Curriculum: Can All Young Children Benefit?
Dr. Eva Horn, University of Kansas, Lawrence
Preschool curriculum lays the foundation for the kindergarten curriculum and later school success. Young children desire to explore math and science concepts in their everyday lives whether it is observing differences or figuring out a problem. Fostering chances to develop these skills can help children develop positive attitudes toward learning and encourage dispositions, such as inventiveness and persistence. These attitudes also can contribute to future success in school. For the preschool child science can include vocabulary, predictions, and experiments while math can be graphing, recording data, counting, shapes, and patterns. This call describes how we sequentially integrate math and science into a comprehensive preschool curriculum. It also provides specific examples of activities and activity plans. Examples include ways to plan and adapt to benefit all children, including those with special needs.
02/24/2014 – An Introduction to the Project Approach: How and Why
Dr. Sallee Beneke, St. Ambrose University
The Project Approach is a set of teaching strategies that enable teachers to guide children through in-depth studies of real-world topics. Children have the chance to use their current strengths and to develop new knowledge and skills. As they participate in projects, children can feel highly motivated and actively involved. Projects provide chances for teachers to support young children's learning in ways that are developmentally appropriate.
Broadcast call participants learned to: identify key components of the Project Approach; incorporate its use with a comprehensive curricula; and see examples of the Project Approach in action.
For more information, please contact us at ecdtl at ecetta dot info or call (toll-free) 1-844-261-3752.
Last Reviewed: July 2016
Last Updated: January 6, 2017