Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms.

Argues that employee turnover is highest among employees who are not satisfied with their jobs. Because qualified employees are becoming more scarce and difficult to retain, organizations need to focus on increasing employee satisfaction. Suggests that one useful approach for increasing employee satisfaction is to view workers as customers. Based on the notion of employee as customer, illustrates how a customer satisfaction measurement approach can be applied to the measurement of employee attitudes. Suggests that the metaphor of employee as customer is indeed useful. Also demon‐strates how this approach yields actionable results that managers can implement to increase employee satisfaction and thereby retention.

This volume opens with a chapter on how college students diagnosed with learning differences develop identity within their families, followed by a chapter on how womencentered learning influenced the personal transformations and leadership roles of three African-American holistic health educators. The third and fourth chapters discuss, respectively, a relational approach to mentoring women doctoral students and the crucial events that aided the development of an African-American women and a White man as college teachers. In the fifth chapter, the co-director of a college writing center offers a plan to make the voice of English language learners heard by the larger campus community. While the sixth chapter describes changes in the teaching approaches of early childhood educators after they used visual data, the seventh chapter touts the workshop as a transformative method of teaching creative nonfiction. The eighth and ninth chapters focus on transformative graduate education through the use of restorative practice and the use of indigenous epistemologies in teaching Alaskan native women. The final two chapters discuss the teaching of yoga to pregnant women and a professor's reliance on listening to her body in balancing the demands of scholarship, teaching, and administration.-Lesley University.

No abstract

No abstract