Scholar Practitioners Who Impact Future Change

According to Distenfano, Rudestam, & Silverman (2004) state that a scholar practitioner is one who expresses an ideal of professional excellence grounded in theory and research, informed by experiential knowledge, and motivated by personal values. As a scholar practitioner it is my job to effectively plan for, implement, and make use of program evaluations. As educators we must make sure that our class runs smoothly and is exposed to positive growth and change throughout our year. Educators and our students are exposed to many different programs and it is the job of the educator to make sure that these programs are effective and used successfully.

Educators and students are not the only ones involved in the effectiveness of these programs all stakeholders take some responsibility in the program. One barrier that educators face is the buy in of all stakeholders on the evaluation initiative. One stakeholder that may seem to falter in this buy in would be the involvement of the parents. With the working community that makes up most schools many parents may not be able to be as involved in this process as they would like because of their work schedule. Another reason parents may not be as informed in this process would be because sometimes their child may not give the parents all of the information that was sent home. Due to these circumstances the education of the child might suffer because of the lack of connection and communication between the families and the school. Having someone at home with children and consistently involved in their work will help them and the school be successful.

To help minimize the effect of this barrier schools make more of a point to reach out to families in different ways. They might make more of the information for the evaluations of the programs available electronically, by doing this parents can review the information and provide feedback on their own time. The school could also offer this information during sessions that take place during multiple times and varying times of the day allowing for parents with different working schedules the opportunity to be involved while still supporting their family. When the school and the families are able to work effectively together the success of the student is likely to increase.


Distefano, A., Rudestam, K., & Silverman, R. (Eds.). (2004). Scholar practitioner model. In

Encyclopedia of distributed learning (pp. 393–397). Thousand Oaks, CA: Sage.



Scholar Practitioners as Program Evaluators

Looking over the course outline and what the expected outcome is after taking this course I feel that it will impact my work in early childhood education in a multitude of ways. One thing we have begun to delve into is the process of evaluating program quality which we are learning is a necessary component in the field of education. As many educators do, I am always looking for new ways and trying to learn new methods for ways to improve my teaching and impact my students on a deeper and more meaningful level. I am always trying to find new programs to use in my classroom that would benefit my students’ learning. One important component to look at is the growth opportunity that the program offers my students. Will it help them grow as a student? Having the opportunity to understand more about program evaluation quality will help me know what programs will be useful for my students and help assure me that the programs used are properly evaluated.

When looking at program evaluation there are some questions that come to mind:

How soon after a program has been evaluated will the results be viewed, discussed, and reworked to make the program more effective?

What is the process for deciding if a program should be evaluated? Are all evaluated? If not, why?

How often are programs re-evaluated? Are there factors that may cause programs to be evaluated more than others?

Are program evaluators working closely with program leaders to make sure the quality of the programs are where they need to be? Are they receiving input from the program leaders during their evaluation process?

My students are involved in a variety of programs and school and because of this my impact level of program evaluation may change. Knowing about program evaluation and its importance will start influencing me to ask questions about the programs used in my classroom and my school and their level of quality. Moving more into technology based classrooms I want to make sure that the online programs that I use in my classroom and the ones that are provided by the school are effective and increase the quality of my students’ education. Having the information learned during this course I will be able to develop educated questions and pull effective research provided on the programs to help know the effectiveness of the program if implemented properly in the classroom. Being on the leadership team at school allows me to look at new programs to adopt and having the knowledge gained from this course will allow me to effectively look at new programs and properly evaluate them based on the needs of my school and the students that attend.

Assessing for Development, Emerging Knowledge, Intervention, and Modification: Using Assistive Technology

When looking at the use of assistive/supportive technology it is important to know why it is so important and necessary for student achievement. Throughout education teachers can attest to the fact that all students learn differently and we must embrace this and find ways to provide adequate resources to help them achieve learning at their highest level possible. Gillette and Depompei (2008) stated that we must use assistive technology (AT) to enable students with disabilities to learn skills that are critical to academic and life success.

There are many different examples of AT that teachers may utilize in their classroom some a couple examples are talking calculators and electronic worksheets. Talking calculators can help assist students who are visually impaired and have a learning disability (Nielsen, 2011). These calculators relay mathematic problems via audio. This could also be a modification for students who require larger print and cannot see the screens of normal calculators; the talking calculator could read the answers to them and the problems they are typing in. However this device would only be helpful towards middle and high schooled aged children as elementary children are not allowed to use calculators on their assessments or classwork.

The second example listed above, electronic worksheets, is useful for children of all ages unlike the talking calculator. Teaching third grade I have noticed a struggle that a few children have every year with correctly lining up their math problems. Even after modeling, correcting in small groups, and commentary left on assessments the children still struggle with lining up their problems correctly. I have started implementing these worksheets into my classroom with those children struggling and they have increasing performed better on their classwork and assessments. Having this form of AT in my classroom lets me know that my students are understanding the skills being taught and mastery of the skill is being met.

These are two great forms of AT to use in the classroom and are also culturally responsive because they do not limit any type of learner. The electronic worksheet and the talking calculator can help al students feel included who otherwise might feel different or left out because of their differences. These devices also help children make meaningful connections to their work.

One issue that I can see with using these two form of AT would be a struggle that is faced almost daily with technology now-a-days. With moving to using all of this technology we often have faults in our use of technology. Technology can be very iffy as one day it works and others it may not  so teachers are required to improvise their lessons but this would impact the students that rely on these types of AT to complete their work.



Gillette, Y., & Depompei, R. (2008). Do PDAs enhance the organization and memory skills of

students with cognitive disabilities? Psychology in the Schools, 45, 665–677


Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from

Choosing the Proper Assessment Scenario

As educators we are faced with finding the perfect way to teach a lesson, developing the perfect assessment to assess our content, and figuring out the correct assessment used to help identify any issues our students may have. As educators we must find an assessment that is meaningful, will yield the desired data results, and is age appropriate. These are all criteria for making an assessment purposeful. Cobb (2003) states that a purposeful assessment will guide instruction and provide data that will lead to proper interventions needed to make children successful. When looking at students and deciding what assessment would be most beneficial they educator must decide what the outcome they are searching for. Knowing what data they are looking to collect will help the educator decide which assessment would be most meaningful.

Below are two different scenarios of children. The background of the child and their noticeable behaviors and lack in academics have been noted. What would the most beneficial assessment be for each student and why?

Caleigh is a very likeable seven year old who is very observant of others around her. She is very bright but can be a menace in the classroom. When her teacher calls the class down for carpet time Caleigh will not come. She can often be defiant at times and will wander around the room instead of doing the assigned activity. If Caleigh is corrected about her behavior she will shout out and make other noises as part of her defiant behavior. She has been documented before for biting other children in the room while they are playing together. Caleigh has made many remarks to her counselor and parents that she enjoys being chased around the room by adults and does not feel as if she is doing anything wrong. Caleigh is a nonstop talker and will even talk back to authority figures in order to get more attention. She does well on classwork and assignments given to her but will often shout out and disrupt the other children who are working causing much distraction in the room. The teacher has met with the parents and they have expressed that they do not see this behavior at home and even have observed Caleigh in the classroom without much luck of witnessing the behavior. In RTI (Response to Intervention) a plan was devised to include breaks into her day and time-outs after warning of these behaviors but none of these have helped. The teachers know there is more that needs to be done but they are at a loss. Caleigh is not performing at her fullest potential and teachers would like to know how to help her reach it.

Rickey is an 8-year old boy in third grade. The teacher has been concerned with his behavior as the year is progressing so is his behavior. He is constantly out of his seat, yells out, interrupts the teacher’s lessons, and talks back. His behavior in the cafeteria and specials classes is even worse. The teachers are constantly reporting his rude and disruptive behavior and his homeroom teacher always has a negative report about him. He is also failing every subject and has a difficult time focusing on anything for more than a couple minutes. At the beginning of the year he was considered a struggling student but with small group instruction and one-on-one instruction he was making progress but now even those interventions are not working.  Although he seems to not care about his grades, his teacher knows better and has formed a great relationship with him over the course of the school year. She can tell that he wants to do better, but it seems as though he doesn’t know how to correct his impulsive behavior. When she talks to him one-on-one he says that he will try and can realize that his behavior has changed over the year. There isn’t much support at home, as his mother responds to the teacher’s request for meetings, but never shows. The teacher knows that Rickey comes from a single family home and his mom works multiple jobs.  His teacher is oftentimes at a loss and feels helpless when it comes to helping Rickey.


Cobb, C. (2003). Effective Instruction Begins with Purposeful Assessments. Reading Teacher, 57(4), 386-388.

Policies and National Regulations and Standards for Early Childhood Education

The standards that I have chosen are the Georgia Early Learning and Development Standards, or GELDS. These standards support the growth of the entire child from birth to the age of five. These standards allow for focus on physical development and motor skill as well as social and emotional development, approaches to play and learning, communication, language and literacy, and cognitive development of general knowledge.

The reason for creating the GELDS is to help guide teachers who work with children during this period in their lives. These standards help to ensure the quality of learning experiences as well as providing a guide to support parents in the growth and development of their child. The standards create a universal language for all stakeholders to use regarding the learning and development of children, as well as raising public awareness about the significance of the early years as the foundation for school success and lifelong learning (Center on Enhancing Early Learning Outcomes, 2016). The information can be accessed by visiting GELDS. This program also has a very similar program for elementary aged schools, the Georgia Department of Education (GaDOE), which also supports teachers to improve student learning in every classroom in the state (Georgia Department of Education, 2015).

When comparing the GELDS to the National Association for the Education of Young Children (NAEYC) one can discover that these standards are similar. One way is that the NAEYC also involves those who are around and work with children in the process of carrying out the standards for healthy development and learning. Another way these standards compare are to focus on the assessment of children and creating assessments that are considered authentic and beneficial to the children. Bagnato (2011) states that assessment information should be helpful to teachers immediately and allow them to work to identify functional learning targets that are directly related to a child’s skills and provide systematic interventions.

However, these standards do have differences, one being that the NAEYC appears to allow time to create satisfying learning experiences for all young children. This is a lacking area for the GELDS. The NAEYC also seems to have many investments created to provide affordable, high-quality learning environments that support the implementation of early childhood curriculum. The GELDS seems to have less focus on the assessments and learning experiences but it does still provide some insight on this matter.

Even though both set of standards seem to have the same intention, healthy development and learning of children, their approach to this matter differs.

Questions that come up when reviewing the standards are:

  • Professional learning is an important factor in the development of young children, how does your school ensure that the curriculum taught provides this?


  • When looking at classroom assessments and county created assessments do they add up to the rigor of the Georgia Milestones that will be taken at the end of the year? Are all teachers using this level of rigor? What proof of evidence does your school provide to measure this?


  • Are the assessments given being created by teachers, the GELDS or NAEYC, administrators, county workers, or an outsourced company? If they are created by someone other than in the classroom how do you ensure the assessments correspond with the classroom teaching?





Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying Instructional

Targets for Early Childhood via Authentic Assessment: Alignment of Professional Standards and Practice-Based Evidence. Journal Of Early Intervention, 33(4), 243-253. doi:10.1177/1053815111427565


Center on Enhancing Learning Outcomes (2016). State-by-state. Retrieved from


Georgia Department of Education (GADOE). (2015). Retrived from


National Association for the Education of Young Children (NAEYC). (2003). Early childhood

curriculum, assessment, and program evaluation. Retrieved from

Module 6 Week 11

A few years ago, I had a student who couldn’t read and struggled with many classroom activities. He had already been held back and was two years older than the students in my class. He had little self-confidence and it was clear that he was not received very well by previous teachers and classmates. In my class we never make fun of other students and learn how to help them. It took quite some time for him to open up and learn to trust us and that we were there to help him.

He was in the third grade and his Lexile which should be 650 by the end of third grade was a BR250 which means beginner reader and 250 below 0. He never liked to read in class and he would goof-off during reading centers. I started pairing him up with other students to work with him in independent centers and they would read to him or help him with his words. He also worked every day on site words and phonics. He quickly became very interested in the Biscuit series and would ask students to help him read it our work with me on reading it.

This course has helped deepen my perspective of this great memory. When I completed my field experience and observed the children and families in the library, and saw how their faces lit up at the displays and when their parents would read them a story, I decided that this school year I would gear my classroom more towards popular children’s books to peak my students’ interests and get them excited about learning to read. .

I would still like the opportunity to pursue the impact that language development has on young children and the different types of strategies that can be taken to help make sure that children are being taught the most effective strategies and ensure their future success.

Week 6 Blog Kimberly Edwards

I have done my paper on a student in my class. He is currently an 11-year old in the fourth grade. He recently started receiving services under his Individualized Education Plan (IEP). When his mother was pregnant with him she had a horrible drug problem that has continued to affect him throughout his life. I know that this is one of the reasons he struggles academically but I feel like I could delve more into it. What else could I say about her drug use affecting him without having an actual diagnosis of this happening? The child was also raised from birth to age six with his grandmother who worked two jobs and left him in the care of neighbors and family. I know that because he wasn’t properly looked after he was delayed academically. He didn’t start talking until almost age two because no one at home worked with him when he was first learning. I have tied this to being another reason he is delayed in his language and literacy development, should I do this? I have attached my introduction piece and my birth to one year parts. Please give me your thoughts on my connections and on my thoroughness of my connections and his background effects.


Connecting with Your Community

Lisa Harwell brought up a good point in one of her posts about attachment. She said how children can have anxiety because of unhealthy attachment issues. This is something we all too often forget that students can have. When you think of a child you don’t think of them as having anxiety issues. I absolutely agree that children can have these issues and looking back at my students it makes sense in their types of behaviors and knowing about their relationships with their parents and others around them.

In one of my posts about how to reply to the person in the elevator who made the remark about teachers and glorified babysitters Hilda commented back about how sometimes we have to bite our tongue. I agree and think that I would bite my tongue but when thinking about it, should we? We work hard for our degree and take pride in what we do so shouldn’t we shout it from the rooftops and educate everyone on being what it is like to be an educator? We do so many great things for our students and their families so shouldn’t we take pride in it? Taking this class and doing the weekly discussions and assignments I realize how much more we do for our students. Most of it we do without even realizing the impact it had. For instance building relationships with our students and making them feel safe in class.

This class has made we want to further investigate attachments between children and their families and also between children and their teachers, also delving into special education students.

Child Development and Learning: Attachment

From the list of topics I have chosen to write on being an advocate for attachment. I am writing this to provide information to families, early childhood teachers and other school staff, and parents. These different groups of people all would benefit from this information on the importance of attachment because all of these groups work with children in different settings or have children in their family. When people understand the importance love and care that children need and why giving them love and care at an early age is crucial to their healthy growth and development children will in turn grow hopefully be successful in education and have successful relationships as well. Many do not realize the crucial necessity of this and because of this do not always show this kind of attention which tends to have negative effects on children. According to Ainsworth & Bowlby (1988), a stable and loving attachment relationship is essential for bringing the child out from the dark place. The child needs a consistent and predictable source of love and care that with time can become strong enough to melt the ice of deep distrust and a fierce resistance for connection. When children feel that they are safe and loved they will have the chance to grow and heal which can in turn build relationships, build trust, and bring joy to children.

I decided to speak as a teacher because that is what I am. I feel that because I am already in this role I will have a stronger voice. The school where I work has children that have come from broken homes, foster homes, latch-key homes, and many other examples of children from unstable homes. I have seen the effects that attachment disorders can have on children. I have worked at the same school for a few years and have seen what this disorder can do to older children. As the child grows up, with continued attachment issues, negatively affects the child and makes it harder for them to form positive relationships. One of my students that I have currently I have known since he was in Kindergarten. He used to carry around this blanket with him. He became very angry when someone would try and take the blanket or tell him he couldn’t have it. I never understood the connection until this year when he was in my class. The little boy was given the blanket and formed an attachment to it and considered it safe. As I was researching I came across a published article from Spitz (1945). He found that there is somewhat of an emotional deprivation when a child loses an object in which they love. He called this “anaclitic depression”. I believe that this is what the boy was going through with this object.

Having had the opportunity to experience this incident first hand I feel that sharing this story with other groups of people will allow them to understand the importance of attachment and help them develop healthy attachment relationships with young children in their life. When people hear a story that they can relate to they are more likely to empathize with the story and act upon it.

One of the things I wish to accomplish while sharing this information is that more teachers will be inclined to learn about their children and their lives. They may not know what a child suffers from because they have not made themselves aware of the issues a child may be going through. Schools today are becoming increasingly less aware of these issues because they are not discussed in schools like they should be. Teachers aren’t always aware of what children have gone through during their beginning years and how those years can impact their future behavior. If teachers are aware of the signs, they can show these kids the love and understanding they need to hopefully have a healthier life.

One more thing I wish to accomplish with this is to make parents aware of their interactions with children and why they are so important and crucial to the child’s development. According to Bernier (2012), there was a study that showed that children who were exposed to higher-quality parenting were able to develop better impulse control than children who did not experience this.

By making parents aware that it is normal to feel overwhelmed while parenting and that if this feeling becomes too much they do have people and resources to help them and to talk with them. They need to know the importance of showing their child love and giving them a sense of safety. They should never show their child neglect or make their child feel that it is not okay to become upset. Parents are often unaware of their impact on a child or how their actions can affect a child’s development (Laureate Education, 2015). A parent should know how crucial their involvement with children can be and they should know that there are also medical side effects of not having this attachment with their children. According to Tayler, et al, (2013) the influence of environmental factors consistently support the idea that substantial genetic and small non-shared environmental influences contribute to the overlap among ADHD, ODD, and CD. Making parents more aware of this will hopefully help prevent this and decrease the number of this.



Ainsworth, M., Blehar, M., Waters, E., & Wass, S. (1978).Patterns of attachment: A

psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.1980-50809-000.


Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the

development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12–24.


Laureate Education (Producer). (2015d). Early childhood education history and theory

[Interactive media]. Baltimore, MD: Author.


TAYLOR, J; et al. Common Genetic and Nonshared Environmental Factors Contribute to the

Association between Socioemotional Dispositions and the Externalizing Factor in Children. Journal of Child Psychology and Psychiatry. 54, 1, 67-76, Jan. 1, 2013. ISSN: 0021-9630.

Spitz, R.A. (1945). Hospitalism—An Inquiry Into the Genesis of Psychiatric Conditions in Early

Childhood. Psychoanalytic Study of the Child, 1, 53-74.