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Dr. Josh Thompson

Associate Professor Early Childhood Education

Past Co-President: Dallas AEYC^p Past Co-Editor: Early Years Journal of Texas AEYC

Department of Curriculum & Instruction

Office Location: EdSouth 229J

Phone: 214-663-6102 cell

Email: josh.thompson@tamuc.edu



Learning about Learning

I wonder about you - what makes you curious about me, what makes you wonder about teaching and learning, about children and learners of all ages?

Teaching

Effective teaching can be demonstrated in a number of ways. “Value-added” is one method to enumerate growth, using pre- and post- measures to demonstrate change in the student. On the other hand, research has pointed toward the difference a TEACHER makes in effective teaching. That a teacher CARES turns out to be a significant factor in teaching effectiveness (Goldstein. 2002. Reclaiming Caring in Teaching and Teacher Education. NY: Lang.). I want to be known as a teacher who cares.

Spring 2017

Summer 2017

Spring 2017

Previous Course Web pages

Doctoral Students

Research

Within the community of child language acquisition researchers, it is known that pragmemes transmit pragmatic competence to language learners; how they do so is still quite a mystery. The complex, interwoven connectedness of diverse elements and their influence on language acquisition remains unzipped; the double, triple, or infinite helix of pragmemes needs to be realized. Following Naomi Baron's (1990) structure of Five Language Functions (affection, control, information, pedagogy, and social exchange), my research examines the effectiveness of this structure to describe pragmemes in the early language learning environment of young children.

Early childhood educators are predominantly female; I am exploring gender differences in the ways men parent and teach. I join other researchers and early childhood practitioners (e.g. www.MenTeach.org, www.StrongFathers.com) in seeking what is necessary to attract, recruit, retain, and promote men in early childhood education.

Publications

Accepted for publication

Abstract: In the past twenty years, multiple books, movies, and articles focus on men in Early Childhood Education.  Many teacher education programs and school districts are formally and energetically attempting to recruit male teachers for younger children.   Yet, in reality, men still make up only 4.5 percent of child care workers and only 2.4 percent of preschool teachers and kindergarten teachers, a number quite similar to decades ago.  This paper examines discourses found in the popular movie, Daddy Day Care and juxtaposes them with the literature on men in early childhood and with the lived reality of men teaching and caring for young children. Themes that emerged included the assumptions that men in the early childhood profession are: lacking intelligence and ambition; sexual deviants; going against nature; more fun but less nurturing and/or competent; or temporarily teach on the way to finding a more suitable career.  These assumptions, coupled with the challenges that accompany all ECE teachers (e.g., lack of pay, low professional respect) differ from the humorous images portrayed in Hollywood movies.  Along with constant comparative data analysis, participant/observer ethnography provides personal accounts and counter-narrative in an effort to challenge and redirect the discourse surrounding men in early childhood education.

Manuscripts, Submitted to Refereed Journals

Manuscripts, in Progress

Recent Presentation

Grants

Education

Associations

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