This article analyzes the perspectives of three preschool teachers on integrative STEM practices and the facilitating and hindering factors in their implementation. The participants were preschool teachers working at public preschools. They volunteered to participate in a 14-hour STEM professional development program and to share their…

Two years after the State of Illinois enacted an extensive non-exclusionary discipline reform in schools, 322 key discipline gatekeepers were surveyed about the extent and impact of the new state policy. The results showed that several core provisions of the reform had not been fully implemented or addressed through professional development.…

The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its…

Schools implementing Positive Behavior Interventions and Supports (PBIS) are often confronted with concerns from a variety of educational stakeholders about school climate, teaching behavioral expectations, the role of reinforcement, and labeling students. Administrators should be prepared to respond to these concerns with theoretical and…

This book is designed as a guide for implementing quality child care environments at preschool and school-age levels for children ages 1 through 10. Evolving from a child-centered philosophy, the book contains six integrated and interdependent sections that respectively, provide an overview of child care and discuss child care center design,…