Gary E Bingham
Biographic Data
| ID | 5435167 |
|---|---|
| NAME | Gary E Bingham |
| GIVEN NAMES | Gary E |
| FAMILY NAME | Bingham |
| SIGNATURE | BINGHAM G E |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0003-1266-1407 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Association Between Young Chinese Children’s Early Writing Skills and the Chinese Preschool Classroom Writing Environment
This study describes the early writing environments of 16 preschool classrooms in China and 155 Chinese preschoolers’ early writing skills as assessed through name writing, word dictation, and early composing tasks. The classroom early writing environment consists of children’s accessibility to writing materials, and teachers’ writing instruction. Preschool writing samples were coded for children’s ability to generate both oral (e.g. number of wo…
Assessing Early Writing in Preschool
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
Understanding Preschool Educators' Writing Knowledge
Teachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers…
Preservice teachers learning to integrate language within content instruction in dual language classrooms
Having a dual focus on teaching content information and language is important in language-learning contexts and is a defining feature of dual language bilingual education (DLBE). However, systematically teaching both language and content is challenging for DLBE teachers. This exploratory mixed methods study of nine Spanish-English bilingual Latinx preservice teachers (PSTs) placed in United States DLBE primary classrooms sought to determine how P…
How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence
US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific fam…
STEM Labs
Research Findings: High quality STEM professional learning is necessary for supporting early educators to implement early childhood STEM education in ways that promote young children’s development. This is particularly important for educators serving young children of color or from under-resourced backgrounds who have few STEM early learning opportunities. The STEM Lab intervention was designed to address multiple barriers early educators face re…
Retention and turnover of teaching staff in a high-quality early childhood network
Examining Early Composing
Early writing is a foundational component of emergent literacy. Despite recent increases in early writing research, studies often narrowly focus on transcription (i.e., letter and/or name writing, spelling) to the exclusion of their ability to compose or generate ideas and translate into writing. Research investigating composing approaches it in disparate ways without clear conceptual, empirical, or theoretical foundations. Research Findings: The…
Who, What, and Where
Although writing is a critical foundational skill and teachers’ approaches to writing is connected to development, writing instruction in preschool is often limited, infrequent, and narrow. While research has investigated literacy environments of preschool classrooms, often with a focus on reading, less is known about writing environments. Thus, it is important to better understand writing contexts in preschool classrooms. Research Findings: Thro…
Ready, Set, Write
Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3–5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writi…
Perceptions of classroom quality and well-being among Black women teachers of young children
Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at r…
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
The Durable, Dynamic Nature of Genre and Science
The authors conducted a qualitative content analysis of the 400 National Science Teachers Association Outstanding Science Trade Books for Students K–12 from 2010–2017 selected for their instructional usefulness in science classrooms. The authors examined these expert‐recommended science trade books to better understand their design and to identify the various aspects of science education to which various genres may contribute. In light of previou…
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
The Nature and Measurement of Children's Early Composing
Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often focused on children's growing ability to transcribe (e.g., form letters, spell words) rather than their …
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
Examining early childhood teachers’ writing practices
Assessing the narrative abilities of Spanish-speaking preschool children
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
Culturally and Linguistically Relevant Readalouds
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential componen…
Child Maltreatment in United States
Child maltreatment represents a serious threat to children's rights and is a grave problem in the US and around the world. It is the second leading cause of death for children in the US. Each year, hundreds of thousands of reports are made to child protective services across the US. A fraction of these reports are made by the alleged victims of child maltreatment. While research into maltreatment reporting has generally focused on adult reporters…
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
Examining early childhood teachers’ writing practices
Retention and turnover of teaching staff in a high-quality early childhood network
Assessing the narrative abilities of Spanish-speaking preschool children
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
The Nature and Measurement of Children's Early Composing
Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often focused on children's growing ability to transcribe (e.g., form letters, spell words) rather than their …
How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence
US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific fam…
Ready, Set, Write
Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3–5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writi…
Culturally and Linguistically Relevant Readalouds
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential componen…
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
The Durable, Dynamic Nature of Genre and Science
The authors conducted a qualitative content analysis of the 400 National Science Teachers Association Outstanding Science Trade Books for Students K–12 from 2010–2017 selected for their instructional usefulness in science classrooms. The authors examined these expert‐recommended science trade books to better understand their design and to identify the various aspects of science education to which various genres may contribute. In light of previou…
Child Maltreatment in United States
Child maltreatment represents a serious threat to children's rights and is a grave problem in the US and around the world. It is the second leading cause of death for children in the US. Each year, hundreds of thousands of reports are made to child protective services across the US. A fraction of these reports are made by the alleged victims of child maltreatment. While research into maltreatment reporting has generally focused on adult reporters…
Child Maltreatment in United States
Child maltreatment represents a serious threat to children's rights and is a grave problem in the US and around the world. It is the second leading cause of death for children in the US. Each year, hundreds of thousands of reports are made to child protective services across the US. A fraction of these reports are made by the alleged victims of child maltreatment. While research into maltreatment reporting has generally focused on adult reporters…
Culturally and Linguistically Relevant Readalouds
The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article presents a framework for conducting culturally and linguistically relevant readalouds within two essential componen…
Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms
Assessing the narrative abilities of Spanish-speaking preschool children
Examining early childhood teachers’ writing practices
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
The Nature and Measurement of Children's Early Composing
Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often focused on children's growing ability to transcribe (e.g., form letters, spell words) rather than their …
The Durable, Dynamic Nature of Genre and Science
The authors conducted a qualitative content analysis of the 400 National Science Teachers Association Outstanding Science Trade Books for Students K–12 from 2010–2017 selected for their instructional usefulness in science classrooms. The authors examined these expert‐recommended science trade books to better understand their design and to identify the various aspects of science education to which various genres may contribute. In light of previou…
Perceptions of classroom quality and well-being among Black women teachers of young children
Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at r…
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Examining Early Composing
Early writing is a foundational component of emergent literacy. Despite recent increases in early writing research, studies often narrowly focus on transcription (i.e., letter and/or name writing, spelling) to the exclusion of their ability to compose or generate ideas and translate into writing. Research investigating composing approaches it in disparate ways without clear conceptual, empirical, or theoretical foundations. Research Findings: The…
Who, What, and Where
Although writing is a critical foundational skill and teachers’ approaches to writing is connected to development, writing instruction in preschool is often limited, infrequent, and narrow. While research has investigated literacy environments of preschool classrooms, often with a focus on reading, less is known about writing environments. Thus, it is important to better understand writing contexts in preschool classrooms. Research Findings: Thro…
Ready, Set, Write
Early writing skills are among the strongest predictors of later reading and writing achievement; however, these crucial skills are often neglected in early childhood classrooms. In this article, we present a systematic, quantitative content analysis of early learning standards (for ages 3–5) in states that were using the Common Core State Standards for English Language Arts at the time of analysis. We identified 458 discrete early learning writi…
STEM Labs
Research Findings: High quality STEM professional learning is necessary for supporting early educators to implement early childhood STEM education in ways that promote young children’s development. This is particularly important for educators serving young children of color or from under-resourced backgrounds who have few STEM early learning opportunities. The STEM Lab intervention was designed to address multiple barriers early educators face re…
Retention and turnover of teaching staff in a high-quality early childhood network
Preservice teachers learning to integrate language within content instruction in dual language classrooms
Having a dual focus on teaching content information and language is important in language-learning contexts and is a defining feature of dual language bilingual education (DLBE). However, systematically teaching both language and content is challenging for DLBE teachers. This exploratory mixed methods study of nine Spanish-English bilingual Latinx preservice teachers (PSTs) placed in United States DLBE primary classrooms sought to determine how P…
How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence
US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific fam…
Association Between Young Chinese Children’s Early Writing Skills and the Chinese Preschool Classroom Writing Environment
This study describes the early writing environments of 16 preschool classrooms in China and 155 Chinese preschoolers’ early writing skills as assessed through name writing, word dictation, and early composing tasks. The classroom early writing environment consists of children’s accessibility to writing materials, and teachers’ writing instruction. Preschool writing samples were coded for children’s ability to generate both oral (e.g. number of wo…
Assessing Early Writing in Preschool
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
Understanding Preschool Educators' Writing Knowledge
Teachers' knowledge impacts their practices in classrooms. While considerable research has sought to understand teachers' broad emergent literacy knowledge, less is known about the specific knowledge teachers hold regarding early writing. The present study engaged 66 diverse early childhood teachers in five Head Start programs across two states to examine teachers' knowledge for early writing, bringing specificity to our understanding of teachers…
Psychology (21 works) · Pedagogy (15 works) · Developmental psychology (13 works) · Mathematics education (13 works) · Reading and Literacy Development (13 works) · Linguistics (10 works) · Writing and Handwriting Education (10 works) · Computer Science (9 works) · Literacy (7 works) · Early childhood (6 works)