February 2020

In this issue, we'll take a closer look at classroom ecology. Discover what we're learning about this cross-cutting theme and how it connects to the Early Learning Network's collective goal to advance our understanding of policies and practices that help narrow the achievement gap and maintain early learning success as children transition from pre-K to third grade. In addition, video and slides are now available from the network’s recent presentation focused on achievement gap trajectories starting in pre-K.

Classroom Ecology

Emerging theme: Classroom ecology - Early Learning Network When children are not sleeping, the odds are pretty good that they are inside the walls of a classroom. According to Pew Research Center data, U.S. schoolchildren spend an average of 943 hours each year being taught in classrooms. Given the large ... Read more earlylearningnetwork.unl.edu

In an effort to bring in new and diverse voices, we're reaching out to stakeholders across the Early Learning Network's study sites — parents, teachers, school administrators, policymakers and others — and inviting them to share their perspectives on the emerging themes that are growing from the research. This month, a school administrator in Ohio shares why it is important to better understand classroom ecology to help support students in his district.

School Administrator

Brian R. Bowser Executive Director, Elementary Education, South-Western City Schools  Columbus, Ohio area Brian R. Bowser, executive director of Elementary Education for South-Western City Schools near Columbus, Ohio, is a key partner in the OSU team’s study. Bowser offered insights on the importance of better understanding classroom ecology to help teachers support students. “It is absolutely essential that we design learning environments that continue to grow and meet the needs of our learners,” said Bowser. “Our district is very large and very diverse, and this study underscores the importance of better understanding what helps students grow and succeed.” “It is important to better understand the relationships students form with other students, as well as other adults in the classroom,” Bowser said. “Additionally, we spend a great deal of time thinking about the organization and physical space that our schools and our classrooms provide for students to feel safe and continue to grow and learn.”

Video is now available from the network's Jan. 8 presentation, "Examining Achievement Gaps Starting in Pre-K: Identifying Malleable Factors to Close the Gap."

Watch Video

Early Learning Network leads session on achievement gaps For many reasons, achievement gaps persist in education. What can be done to narrow these gaps and promote equity among all children? What factors can we influence to help children maintain early gains and build upon their academic and social... Read more earlylearningnetwork.unl.edu

The Early Learning Network, funded by the Institute of Education Sciences , leverages its expertise, resources and geographic diversity to help close the achievement gap and maintain early learning success as children transition from preschool to third grade. Together, network researchers from universities and organizations across the U.S. are examining current policies and practices, identifying malleable factors associated with early learning and achievement and developing tools to assess early learning instruction, interactions and environments. Learn more at earlylearningnetwork.unl.edu.

Connect with us

Follow us on Twitter @earlylearnnet

Engage with us on Facebook

Share our mailing list ELN Mailing List