Because of restrictions on in-person research due to COVID-19, researchers are now relying on remotely recorded data to a much greater extent than in the past. Given the change in methodology, it is important to know how remote recording might affect acoustic measurements, either because of different recording devices used by participants and consultants or because of the software used to make recordings. This study investigates audio signal fidelity across different inperson recording equipment and remote recording software when compared to solid-state digital audio. We show that equipment choice and software can have a large effect on acoustic measurements, including those of frequency, duration, and noise. The issues do not just reflect decreased reliability; some measurements are systematically shifted in particular recording conditions. These results show the importance of carefully considering and documenting equipment choices, particularly for crosslinguistic or cross-speaker comparisons. We close with a framework for researchers to use in deciding what types of recording may be most appropriate.*

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This article documents the pedagogical and practical struggles of a sample of early educators in a large urban school district in the USA who engaged in a professional development course which offered them alternative conceptions of teaching that critically questioned the norms and practices of their high-stakes neo-liberal early education system. Examining the evolution of some of these teachers' conceptions and practices illuminates the challenges that exist in attempting to address culturally relevant issues with students in a highly scripted and surveilled teaching context. It also reveals three key issues that early educators, teacher educators, and those who advocate for early childhood education should consider when developing and/or enacting alternative conceptions of teaching in similar neo-liberal early education environments.

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