The page references in this index correspond to the print edition of this book. Please use the search function of your e-reader to locate the topics and terms listed herein.
The letter f or p after a page number indicates a figure or photo, respectively.
1st grade, 1–12, 65. See also Primary grades
AAC (augmentive and alternative communication) systems, 101–102, 106
Abell, S. K., 172
Acceptance and community, 100–101
Accessible curriculum. See Universally designed learning (UDL) curriculum
Accommodations, 89, 107–108
Accreditation standards, 25f
Action questions, 48
Action/reaction law, 65–66
Activity time, 45
Acute angles, 124p
Adaptive equipment, 103, 104, 106
Administrators, 166–167
Adult–child interactions. See Teachers/teaching: intervention
AEYC (Association for the Education of Young Children), 166
Air resistance, 13
Akerson, V. L., 6, 168
Alderman, T., 90
Algebra standard, 5
Alignment of early childhood standards, 25f
Alternative conceptions. See Misconceptions
Ambulatory needs, 104
American Association for the Advancement of Science (AAAS), 16, 87
Anderson, R., 161
Andrews, N., 85, 130
Anecdotal records, 148
Approaches to learning (AtL), 7–8
Architect discussion, 123–124
Area constraints, 121. See also Confined-area ramps
Argumentation skill, 80
Assessment
and communication development, 83
content and context of, 136
and differing abilities, 140–141
of disposition to learn, 146–147
and Inquiry Teaching Model (ITM), 140–143, 161
math, 142f
methods, 147–150
of problem-solving ability, 145–146
process overview, 136–137
and professional development, 161
and research, 139–140
of science knowledge and practices, 143–145
systems, 139, 140
tools for Ramps & Pathways (R&P), 151–155
types of/purposes for, 137–139
Assistance with investigation, 18
Assistive technology, 101. See also AAC (augmentive and alternative communication) systems
Association for the Education of Young Children (AEYC), 166
AtL (approaches to learning), 7–8
Attention-focusing questions, 48
Atwater, M. M., 87
Audience for literacy products, 82, 83, 135
Augmentive and alternative communication (AAC), 101–102, 106
Authentic assessment, 137
Authentic reading/writing, 81–83, 85
Authority basis of knowledge, 13
Autonomy, 74
Background knowledge. See Prior knowledge
Baker, D., 7
Baker, S., 87, 92
Balance exploration/activity, 127–129
Barber, J., 86
Barnett, W. S., 7
Barrier for marbles, 44–45
Behavior modeling, 106
Benchmarks for Science Literacy (AAAS), 16
Beneke, S. J., 76
Berk, L., 98
Bisanz, G. L., 86
Black, J. K., 137
Blair, C., 76
Block center, 39–40
Blocks, 26, 35p, 39–40, 50
Boardman, M., 140
Bodrova, E., 136, 137, 147, 148
Body of knowledge, 52
Bone, J., 147
Boody, R. M., 172
Bouyancy investigations, 14
Brainstorming, 43, 148
Branches of engineering, 4
Bransford, J., 56, 73
Bransford, J. D., 165
Brawo, M. A., 86
Brock, L. L., 7, 76, 146
Brooks, J. G., 175
Browan, A., 56, 73
Brown, A., 94
Bryan, L. A., 172
Building Structures With Young Children (Chalufour & Worth), 148
Burchinal, M. R., 165
Buzzellio, C. A., 168
Bybee, R., 55
Cameron, C. E., 146
Capobianco, B. M., 8
Cardboard blocks, 32, 33
Carlisle, J. F., 87
Carnine, D., 98
Casey, B. M., 85, 130
Casey, M. B., 130
Cause-and-effect relationships, 26–27
CCSS (Common Core State Standards). See Common Core State Standards (CCSS)
CDELF (Childhood Development and Early Learning Framework) standards. See Childhood Development and Early Learning Framework (CDELF) standards
Center time, 45
Cervetti, G. N., 86
Chalufour, I., 148, 153–157
Chang, V., 87
Change/stability, 28
Chard, S. C., 76, 83
Checklists, 148
Cheesebrough, D. L., 92, 94
Child-centered assessment, 149–150
Child development, 7–8, 60, 94, 102–108, 161
Child engagement, 2, 15f, 16–18, 31, 32, 43, 140–141 Childhood Development and Early Learning Framework (CDELF) standards, 23–24, 26, 27
Child interviews, 81
Child observation, 15f, 16, 56, 95, 96, 140
Children’s products, 149–150
Children with disabilities, 87–90, 94–95, 96. See also AAC (augmentive and alternative communication) systems; Accommodations
Clark, B., 90
Classification skill, 58
Classroom library, 131, 132
Classroom preparation, 24, 29, 43. See also Intellectual environment; Physical environment; Social environment
Classroom space, 35–36
Clay, M. M., 77
Clifford, R. M., 165
Coble, C. R., 172
Cocking, R., 56, 73
Code of conduct, 74–75, 106
Cognitive development, 13–14, 102
Cohen, L., 77
Colangelo, N., 89
Colker, L. J., 29
Collaboration, 11, 40–42, 99–101
Collecting data skill, 58
Collective participation, 160–161
College-level study, 8
Collisions, 14
Commenting by teacher, 45–47, 77
Commercial materials, 29
Committee on Highly Successful Schools, 147
Common Core State Standards (CCSS), 20, 129–130, 133–134, 142f
Common experiments in childhood, 13–14
Communication
and classroom atmosphere, 29–30
to cooperate, 74–76
to develop language, 76–78
as essential STEM practice, 73–74
and Next Generation Science Standards (NGSS), 22, 25f
nonverbal, 93
to problem solve, 75, 78–80
to share ideas, 78–81
teacher intervention, 45–49, 51
through reading and writing, 81–86
Communities of practice, 165–167
Communities of practice meetings
gaining support, 174–175
logistics, 167–168
mentoring, 168–172
structure, 168
and teacher reflection, 172–174
Community building, 100–101
Community members, 166
Comparison questions, 48
Comparison words, 19
Complex vocabulary, 77–78
Compliance versus cooperation, 41
Composing a list, 134
Computational thinking, 22
Computers, 3
Computer-simulated experiments, 13
Concept development, 77
Conceptual knowledge, 13–14
Conduct guidelines, 74–75, 106
Confidence/self-confidence, 11–12, 94
Confined-area ramps, 119–121, 123–127
Conflict resolution, 42–43
Connecting ramp sections, 116–117
Connell, M., 159
Conservation of energy, law of, 69–70
Constructivist approach, 12, 16, 22, 23
Contact interaction, 62
Content, 52, 21
Content-process inseparability, 21
Continuum of learning, 108–109
Controlling variables, 18–19, 58–59, 60
Conversations, 133
Cook, R. E., 101
Cooney, T. M., 62, 163
Cooperation, 11, 40–42, 99–101
Core ideas, 111–112
Council of Chief State School Officers, 110, 130, 133, 134, 141, 147
Council of Exceptional Children’s Division of Early Childhood, 89
Counsell, S., 98, 100, 160, 162, 164, 169, 172
Counting, 6
Courtzde-Little, G., 87
Cove molding, 29–30
Coyne, M., 98
Creating the human-made world, 4
Critical thinking, 11
Crosscutting concepts, 21f, 24, 25f, 26, 111–112
Cryer, D., 165
Cueing, 102
Culturally diverse learners, 92, 94, 95
Curiosity, 17, 43, 45
Daily schedules, 37–39
Data analysis, 6, 22, 55
Davis, G. A., 89
DCIs (disciplinary core ideas), 21f, 53–55
Deafness, 106
Deficit model of assessment, 139–140
Defining operationally, 59
Defining problems, 22
Dengler, R., 47
Dependent variable, 60
Descriptive talk, 102
Designing solutions, 22, 23
Designing the human-made world, 4
Design process, 4
Developmental delays, 94
DeVries, R., 16, 41, 42, 43, 74, 86, 170
Diagnostic assessment, 137–138, 140, 141
Diagrams, 94
Dialogic classroom atmosphere, 74
Diamond, A., 7, 76
Diamond, J., 145
DiBiase, W., 87
Dictation, 82, 149
Dictation text, 149
Digital camera, 101
Digital technology, 3, 101
Direct experience, 13
Directionality of Inquiry Teaching Model (ITM), 15–16
Directional language, 108
Disabilities. See AAC (augmentive and alternative communication) systems; Accommodations; Children with disabilities
Disagreement, 79
Disciplinary core ideas (DCIs), 21f, 53–55
Disequilibrium/equilibrium, 17
Displays of student work. See Documentation boards
Dissenting opinions, 79
Diverse learners, 108
Division of Early Childhood, 89
Dixon, R., 98
Documentation boards, 83–84, 134
Documenting learning, 19–20, 40, 81, 133–134, 136–137
Dodge, D. T., 29
Dominguez, X., 6–7
Donnelly, L. A., 168
Donovan, M. S., 165
Downer, J. T., 77
Drawings, 94, 149
Drops/jumps, 117–119
Dual-language labels, 93
Dual-language learners, 77, 92–94
Duke, N., 81
Duration, 161
Early Childhood Program Standards and Accreditation Criteria, 20, 24, 26, 27
Early childhood standards. See also Childhood Development and Early Learning Framework (CDELF) standards; Common Core State Standards (CCSS); Early Childhood Program Standards and Accreditation Criteria; Head Start Child Development and Early Learning Framework; Next Generation Science Standards (NGSS)
alignment of, 24, 25f, 161
and assessment systems, 139
mathematics, 4–5, 32
and professional development, 161
within Ramps & Pathways (R&P), 111–112
science, 20–28
Educators. See Teachers/teaching
Elstgeest, J., 47, 48
Emotional development, 105–106
Energy and matter concepts, 27
Engaging learners. See Child engagement
Engineering
assessment: learning records, 154, 156–157
definitions of, 2, 3
and design, 10, 78
in early childhood, 4
habits of mind, 7
practices, 55
Environmental constraints on experimentation, 13
Environment of investigation, 18
Equilibration, 17
Errors and learning, 90
Escalada, L. T., 62, 130, 163
Estimation skill, 57
Evaluation, 136, 137
Everyday language use, 61–62
Executive functions, 7, 76
Experience basis of knowledge, 13
Experiences of children. See Prior knowledge
Experimentation, 2, 13–14, 59–60
“Exploration” versus “experimentation,” 59–60
Expressive language, 93
Facilitating role of teacher, 18
Factual knowledge, 13
Fawcett, L. M., 77
Fear, 10
Feder, M., 7, 8
Feedback loops, 46, 47
Feynman, R., 78
Fitzgerald, L., 47
Flexibility, 11, 38, 88
Floating and sinking investigations, 14
Force, laws of, 13–15
Formal assessment, 137
Formal science terminology, 61–62
Formative assessment, 138, 139
Forms of energy, 67–70
Fox-Turnbull, W., 73
Fradd, S. H., 92
Framework for K–12 Science Education, 20
Fredericks, A. D., 92, 94
Freeburg Early Childhood Program, 40, 50
French, B. F., 8
Friction, 13
Frustration, 75
Fuccillo, J., 6–7
Fulcrum exploration, 127–129
Gabriele, A. J., 172
Gamire, E., 3
Garton, A. F., 77
Geiken, R., 74
Generalizing skill, 80
Geometry, 5, 129
Geroman, C., 29
Gersten, R., 87
Gestwicki, C., 30
Gifted and talented learners, 89–91
Global leadership, 8
Glossary of physical science terms, 71–72
Goodenbour, C. V., 172
Grade-level competencies, 53–54
Graphic organizers, 94
Graves, D. H., 75
Gravity, 13, 64, 68–70
Greenberg, A., 6–7
Greenfield, D., 6–7
Grimm, K. J., 7, 76, 146
Group time, 43–44
Group work, 43–44, 99
Guidelines for behavior, 74–75
Hamre, B. K., 46, 47
Hand, B. M., 86
Hands-on curriculum, 10–11
Harlen, W., 47
Harris, C. J., 159
Hart, B., 76
Head Start Child Development and Early Learning Framework, 7–8, 25f, 94
Hearing impairments, 106–108
Heights exploration, 112–114
“Heteronomous” classrooms, 42–43, 74
Hills, 122–123
Home access to materials, 95
Home language, 76
Honoring responses, 44
Howe, A. C., 87
Howes, C., 165
Human-made world, 3
Hypothesis formation, 58, 60
Improving daily life, 3–4
Independent investigation/exploration, 2, 111. See also Experimentation
Independent reading/writing, 131
Independent variables, 60
Individualized instruction, 102
Individual needs and wants, 3–4
Individual writing pieces, 134–135
Inertia law, 63, 66
Inference skill, 58
Informational text, 81
Informed decisions, 141
Ingersoll, R. E., 165
Inhelder, B., 12
Initial engagement, 95, 97
Inquiry relation to learning, 15
Inquiry Teaching Model (ITM)
about, 15–20
and assessment, 140–143
and physical science ideas, 55–57
and science process skills, 57–61
Instructional sequence, 55–56
Instructional time dedicated to science, 158–159
Integration of disciplines, 1, 6
Intellectual autonomy, 41
Intellectual environment, 29, 30
Intelligence quotient (IQ), 89–90
Interdisciplinary approach, 1, 6
Interests, 16, 43, 44, 95
Interlocking blocks, 32
International Technology and Engineering Educators Association, 3
Interpreting-data skill, 58
Interruptions, 40
Intervention. See Teachers/teaching: intervention
Interviews, 82
Investigations, 2, 15, 17–18, 22, 111. See also Experimentation
IQ (intelligence quotient), 89–90
Irregularly shaped ramps, 123–125
ITM (Inquiry Teaching Model). See Inquiry Teaching Model (ITM)
Jirout, J., 6–7
Johnson, J., 172
Johnson, P. H., 74
Jones, I., 130
Jones, J., 139
Joram, E., 172
Journal entries, 149
Jumps/drops, 117–119
Justice, L. M., 77
Kallery, M., 7
Kame’enui, E. J., 98
Kamii, C., 86
Kane, J. M., 8
Karmiloff-Smith, A., 12
Katehi, L., 7, 8
Kato, T., 74, 111
Kato, Y., 86
Katz, L. G., 76, 83
Keeley, P., 57
Keen, R., 145
Kellough, R. D., 94
Kersh, J., 130
Kersh, J. E., 85, 130
Kindergarten, 110, 112, 130, 142f
Kinetic energy, 67, 68–70
Klein, M. D., 101
Kliewer, C., 100
Knight, T., 12–13
Knowledge development, 9, 120
Kohlberg, L., 16
Krause, S., 7
Kuhn, M., 73, 74
K-W-L chart, 17, 148
Labeling as literacy practice, 81, 93, 134
Lan, X., 146
Language delays, 103
Language development, 76–77, 85–86, 92
Language experience stories, 135
“Language of science,” 5–6
Language use by teacher, 19, 103
La Paro, K. M., 46, 47
Lawson, A., 60
Learning preferences, 95
Learning records, 148, 149, 154–157
Legare, C. H., 146
Lenses of assessment, 140
Leong, D. J., 136, 137, 147, 148
Less-confident children, 95–96
Letter-sound relationships, 82–83
Letter/word keyboards, 102
Li, S., 146
Limiting materials, 44, 113
Linear motion, 61
Literacy, 85–86, 110, 111–112, 130–133, 131, 132
Long-term learning, 139
Long-term schedules, 39–40
Low-tech communication devices, 101
Lund Padilla, R., 86
Maier, M., 6–7
Marbles, 31–32
Martens, M. L., 170
Marx, R. W., 159
Mashburn, A. J., 77
Massachusetts Department of Education, 20
Massachusetts preschool standards, 20
Mass concept, 63
Matchbox cars, 32
Math, 2, 3, 4–5, 129–130. See also Measurement
Max, C., 40
McAfee, O., 136, 137, 147, 148
McClelland, M. M., 146
McDermott, L. C., 15
McDermott, M., 73, 74
McLaughlin, M., 166
Measurement, 5, 6, 31, 48, 57–58
Mechanical engineering, 4
Meyer, A., 89
Mind maps, 148
Miniature cars, 32
Misconceptions, 14
Mistakes and learning, 14, 85, 90
Miyakawa, Y., 86
Modeling scientific behavior/thought, 18, 46, 75, 79
Modeling skill, 22–23, 58
Modifications, 89
Mol, S. E., 76
Moll, L., 73
Monitoring progress, 139
Morrison, F. J., 146
Motion-force relationship, 13–15, 63
Motor development, 103–105
Mueller, A., 158
Multilevel electronic communication devices, 102
Multiple-piece ramps, 119–121
Munro, S., 7
Murray, A., 146
Muth, K. S., 86
NAEP (National Assessment of Educational Progress), 3
NAEYC (National Association for the Education of Young Children) standards, 25f, 26
Naïve ideas. See Misconceptions
Narrative records, 148
Nathanson, L., 7, 76, 146
National Academy of Sciences, 8
National Assessment of Educational Progress (NAEP), 3
National Association for the Education of Young Children (NAEYC) standards, 20, 24, 25f, 26, 27, 139
National Center for Education Statistics, 159
National Child Care Information and Technical Assistance Center, 158
National Council of Teachers of Mathematics (NCTM), 4–5
National Governors Association Center for Best Practices, 110, 130, 133, 134, 141
National Institute of Child Health and Human Development–Early Child Care Research Network, 158
National Research Council (NRC), 3, 6, 7, 12, 14–15, 20, 21, 53, 73, 110, 111, 112, 147, 156–157, 158, 159, 160, 162f, 165, 166
National Science Education Standards for Teaching, 161, 162t
Nation’s Report Card, The (NCES), 159
Natural world, 2
NCTM (National Council of Teachers of Mathematics), 4–5
Negotiation, 73–74
Net force, 63, 64
Neuman, S. B., 76
Newton’s Laws, 13–15, 63–64, 65
Next Generation Science Standards (NGSS)
citations of, 139, 146
and Inquiry Teaching Model (ITM), 15, 19, 25f, 26, 53–55
and literacy, 110, 111–112
and professional development, 161
and STEM learning, 6, 7
NGSS (Next Generation Science Standards). See Next Generation Science Standards (NGSS)
Noncontact interaction, 62–63
Nontraditional classroom, 10–11
Nonverbal communication, 93
Normal force, 64
Norris, D. J., 165
Number and operations standard, 5
Nuttal, R. L., 130
Objects exploration, 114–115
Observation of children. See Child observation
Observation skill, 2, 13, 17–18, 19, 22, 57, 59f
Occupational therapy, 104
Office of Head Start, 7, 20, 23, 24, 27
Older builders’ activities, 125–129
Older children (primary grades) and math, 129–130
One-dimensional motion, 61
One-on-one assessment, 147–148
One-piece ramps, 112–116
Ongoing assessment, 143
Open curriculum, 88
Opportunities to learn, 141, 143
Organization of book, 9
Organizers, 34
Ostlund, D., 57
Outcomes charts. See Learning records
Outside observers, 83
Padilla, M. J., 86
Pairing students, 99
Parallel talk, 46
Parke, H. M., 172
Patterns, 6, 26
Pay for early childhood educators, 158
PCAST (President’s Council of Advisors on Science and Technology), 8
Pearson, G., 3, 7, 8
Pearson, P. D., 86
Peat, F., 172
Peck, D., 159
Peer mediators, 98–100
Peer modeling, 106
Peer supports, 102
Peer-to-peer negotiation, 74
Pellegrino, J. W., 165
Performance-based assessment, 139
Perret-Clermont, A. N., 73
Perseverance, 75
Personal story: small group literacy instruction, 130–133
Personal story: writers’ workshop, 134
Perspectives, 41, 74, 79–80, 100
Peterson, S., 50
Pezaris, E., 130
Phonetics, 82–83
Photography and videography, 81, 101, 134, 148
Physical science content
motion, 61–62
Newton’s Laws, 62–66
work and energy, 66–70
Physical science terms, 71–72
Physics knowledge, 13–15
Piaget, J., 12, 13–14, 17, 40, 74, 138
Pianta, R. C., 77
Pianta, T., 46, 47
Play and learning, 18
Podcast, 83
Point of view. See Perspectives
Ponitz, C. C., 146
Possibilities for learning, 36–37
Potential energy, 67–70
Practice-knowledge link, 160
Practice opportunities, 165
Praise, 46
Preconceptions. See Misconceptions
Prediction. See Science: prediction
Preschool standards, 20
President’s Council of Advisors on Science and Technology (PCAST), 8
Primary grades, 112, 129–130
Primary Science (Harlen), 47
Printing processes, 3
Prior knowledge, 17, 44, 94, 95, 139
Probability standard, 5
Problem posing, 18, 43, 44, 48
Problem solving, 6, 11, 14, 18, 45
Procedural knowledge, 14
Process, 21, 52
Process–content inseparability, 21
Productive questions, 47–49, 51, 96, 98
Professional development, 158, 159, 160–165. See also Communities of practice; Communities of practice meetings
Professional standards, 158
Program administrators, 166–167
Properties of objects and materials, 55
Proportion, 27
Propping ramps, 32–33
Psillos, D., 7
Puckett, M. B., 137
Push or pull, 62–66
Quantity, 27
Questioning sequence, 47
Question posing, 21–22
Raizen, S., 158
Ramp activities
for beginners, 112–117
for builders with some experience, 116–119
for experienced builders, 119–125
for experienced older builders, 125–129
relationships, 50
Ramps and Pathways (R&P)
about, 10
and assessment, 137–139
introducing to children, 43–45
introductory workshop for educators, 160–165
materials and environment, 26, 29–36
personal story, 10–12
and science, 12–15, 52–53
and standards, 20–28
Ramp supports, 32–33
Rapp, W. H., 87
Rating scales, 148
Razza, R. P., 76
Reaction, action and, 65–66
Reading instruction, 131, 132
Real-world problems, 6
Reasoning questions, 48–49
Reciprocal relationships, 99
Reflection, 83, 84
Regents’ Center for Early Developmental Education, University of Northern Iowa, 159, 166
Relationship with students, 74
Rephrasing, 79
Research on child development, 12
Research on science teaching, 15–16
Respect, 41–42, 44
Review, 83, 84
Revision in writing, 135
Rimm-Kaufman, S. E., 7, 76, 146
Ringstaff, C., 7
Rising Above the Gathering Storm (National Academy of Science), 8
Risk taking and learning, 85
Risley, T. R., 76
Roberto (Laden), 123
Roberts, C., 7
Robertson, W., 62
Robinson-Kurpius, S., 7
Rolling objects, 31–32
Rose, D. H., 89
Rotational motion, 61
Rubrics, 148
Rules/rulemaking, 74–75, 106
Safety, 34
Sales, C., 45, 86, 170
Samper, A., 85, 130
Sandholtz, J. H., 7
Saving work, 40
Scale, 27
Schedules, 37–40
Schema. See Prior knowledge
Schindler, H., 85, 130
School language, 76
School reform, 175–176
Schwartz, M., 76
Science
assessment, 155
definitions of, 1, 3
in early childhood, 2
and engineering practices, 111–112
glossary, 71–72
and inquiry, 10
instructional time, 158–159
knowledge (physics), 13–15
and language of instruction, 77–78, 164
literacy, 53
practices used in, 52, 54–55, 73
prediction, 6, 58
process skills, 57–61
as relates to Ramps & Pathways (R&P), 52–53
and students with special needs, 87–88
thinking, 29, 90
tools of, 53, 55
Science, technology, engineering, math (STEM) education. See STEM (science, technology, engineering, math) education
Scientific and Engineering Practices, 21–24, 25f
Scribing, 82, 149
Seitz, H., 84
Self-confidence, 92
Self-explanation skills, 46
Self-negotiation, 74
Self-talk, 46, 75, 76
Shaul, S., 76
Shelving, 34–35
Siegel, D. J., 100
Sign language, 101
Silence, 47
Simmons, D., 98
Siry, C., 40
Skamp, K., 158
Small-group reading instruction, 131, 132
Social development, 10, 105–106
Social environment, 29, 30, 40–43
Social learning, 99–100
Space. See Classroom space
Space, concept of, 5–6, 10, 19, 130
Special education. See AAC (augmentive and alternative communication) systems; Accommodations; Children with disabilities Special needs. See AAC (augmentive and alternative communication) systems; Accommodations; Children with disabilities
Speech/language therapy, 103
Speed of falling, 13
Spheres exploration, 115–116
Spontaneous group work, 99
Spooner, F., 87
Stability/change, 28
Standards. See Childhood Development and Early Learning Framework (CDELF) standards; Common Core State Standards (CCSS); Early Childhood Program Standards and Accreditation Criteria; Early childhood standards; Framework for K–12 Science Education; Next Generation Science Standards (NGSS)
Stannard, L. L., 130
STEM (science, technology, engineering, math) education
and age appropriateness, 110–111
and careers, 8
and early childhood education, 6–7
integration with literacy, 130–135
learning communities, 159
professionals, 8
Stoddart, T., 159
Stofflett, R., 159
Storage, 33, 34–35
Structure-function relationship, 27–28
Student achievement, 8, 130
Student involvement. See Child engagement
Student-teacher relationship, 74
Sullenger, K., 52
Summative assessment, 138–139
Supovitz, J., 166
Supports for ramps, 32–33
Surprise, 36
Swings/swinging, 111
System energy, 66–67
Systems concept, 27
Tabletop ramps, 44–45, 104, 105p
Tai, R. H., 94
Taking Science to School (NRC), 7, 12, 21, 24, 110
Talbert, J., 166
Talk importance, 76
Teacher-centered assessments, 147–149
Teacher-made assessments, 148
Teachers/teaching. See also Professional development
implementing Ramps & Pathways (R&P), 36–37
intervention, 3, 45–49, 75, 82, 95
relationship with students, 74
role in science inquiry, 15–20, 24
salaries, 158
and STEM knowledge, 6–7
Technology education, 2, 3–4
Temperature, 68
Tessier, A., 101
Test bias, 89
Testing ideas, 23
Thermal energy, 68, 69, 70
Think-alouds, 102
Thinking/mental activity, 16–17
Thomas, J., 7
Time for exploration, 38–39, 111
Time measurement, 62
Tools, 53, 55
Traveling items, 31–32
Two-dimensional motion, 61
UDL (universally designed learning) curriculum, 88, 89, 108
Uhlenberg, J., 162
Uhry, J., 77
Unbalanced force, 64
Unifying principles, 13–14, 26
Unit blocks, 32–33, 34
Universal access, 88–89, 108, 175–176
Universal engagement, 88–89
Universally designed learning (UDL) curriculum, 88, 89, 108
Unruh, R. D., 62, 163
U.S. Bureau of Labor Statistics, 158
U.S. Department of Education, 160
Van Meeteren, B. D., 8, 74, 78, 111, 130, 148
Varelas, M., 8
Variables identification, 60
Vaughan, R., 172
Victor, E., 94
Videography and photography, 81, 83, 101, 134, 148
Virtual experiences, 13
Visibility of materials, 35
Visual impairments, 106–108
Visual organizers, 94
Vocabulary development, 77, 85, 92
V-shaped ramps, 68–69
Vygotsky, L., 96
Wages for early childhood educators, 158
Wanless, S., 146
Water explorations, 14, 44
Water table use, 44
Way of knowing, 52
Web-based documentation, 83
Weight, 64
Wenger, E., 165
Wenner, G., 7
Wheel Away (Dodd), 122
Wheelchair accessibility, 104
Where We Stand on Curriculum, Assessment and Program Evaluation, 139
Willard-Hold, C., 89
Wilson, R., 29
Winsler, A., 98
Wolfgang, C. H., 130
Wooden blocks. See Blocks
Work conversations, 75
Work groups, 166
Worth, K., 148, 153–157
Write to learn, 74
Writing/authentic writing, 133–134
Written language, 93
Wrong questions, 48–49
Wylie, C. D., 8
Yasar, S., 7
Yore, L. D., 86
Young, J. M., 130
Yu, J. H., 8
Zan, B., 8, 41, 42, 43, 74, 162
Ziegler, G., 40
Zone of proximal development (ZPD), 96–97