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Reflections on Developing a Cross-Institutional Inquiry Project
Get PDFJennifer Robinson, Executive Director of the Center for Pedagogy at Montclair State University and Rebecca Cheung, Director of the Principal Leadership Institute at the University of California, Berkeley, are helping to lead a collaborative inquiry group comprised of three different institutions: Montclair State University, University of California, Los Angeles (UCLA), and University of California, Berkeley (UC Berkeley). This brief captures protocols and processes they used to support effective collaboration in the design of their inquiry project proposal.https://educate.bankstreet.edu/gse/1002/thumbnail.jp
EdPrepLab as a Learning Community
Get PDFAs part of EdPrepLab’s work to strengthen educator preparation in the United States, network members from across the country partnered to form inquiry groups—each comprised of a cross- or intra-institutional team—focused on collaboratively exploring a topic related to deeper learning and equity. This brief summarizes the proposals of each group and highlights the line(s) of inquiry, scope of work, and intended outcomes of each project.https://educate.bankstreet.edu/gse/1003/thumbnail.jp
Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being
Get PDFThis brief report describes issues and opportunities related to early childhood educators\u27 emotional well-being that emerged from a survey exploring how the COVID-19 was affecting early educators across New York City and New York State (n=3355). Among our key findings were: (1) that mental health support was the most frequently identified need (n=910); (2) professional mental health was the least reported approach to coping (n=216); and (3) how those teaching and caring remotely were approximately one-and-a- half times more likely to rate their emotional well-being as lower than those whose sites were closed (CI 95% 1.157, 1.896). We argue, given the impacts that teachers reported and the scale of the pandemic, that a trauma-informed systems perspective is needed in order to support early childhood educators.https://educate.bankstreet.edu/sc/1000/thumbnail.jp
We Are All Learning about Climate Change: Teaching with Picture Books to Engage Teachers and Students
Get PDFThe topic of climate change and climate justice is politically charged, doesn’t sit neatly within a single subject or content area, and raises concerns of not being ‘age appropriate’ for young children. In this paper we describe how teacher educators in an elementary education program support a student teacher who took up the topic of climate change and climate justice in her 1st grade teaching placement. She designed a unit around a picture book that focuses on the words and work of Greta Thunberg, and used a diverse set of texts to support students’ understanding of the complexity of climate change, it’s impact on our planet and our lives
Focus on Friendship or Fights for Civil Rights? Teaching the Difficult History of Japanese American Incarceration through The Bracelet
Get PDFJapanese American incarceration is one of few Asian American historical topics addressed in P-12 curriculum. A dearth of children’s literature is available about Japanese American incarceration, yet given young learners’ limited exposure to World War II historical narratives, simply reading a picturebook about the topic does not ensure that students and teachers will address the injustices involved in the event. This study contrasts the distinct pedagogical approaches taken up by two Texas elementary educators who read aloud Yoshiko Uchida’s The Bracelet, a picturebook that details a young Japanese American girl’s forced removal from her home
Angry Like Me
Get PDFIn this article we take on a challenging picture book, The Heart and the Bottle written and illustrated by Oliver Jeffers, and how one preschool boy’s response changed us. As part of a three-center initiative to discuss hard feelings and grief with preschool learners, we teamed with six preschool teachers to read and work through this text. We explore how both the preschoolers’ and the teachers’ responses challenged us to look at how the disjoint between pedagogy (literature that says we should teach these types of texts) and practice (how this classroom experience actually unfolds) leaves much room for continued support. Drawing from Jessica Whitelaw’s call for the role of disquieting texts in children’s lives, this article holds both the imperative for these texts, and the difficulties of using them, at its heart (2017)
The Best Children\u27s Books of the Year [2020 edition]
Get PDFIncludes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2019. In choosing books for the annual list, committee members consider literary quality and excellence of presentation as well as the potential emotional impact of the books on young readers. Other criteria include credibility of characterization and plot, authenticity of time and place, age suitability, positive treatment of ethnic and religious differences, and the absence of stereotypes.https://educate.bankstreet.edu/ccl/1010/thumbnail.jp
Do States’ Immigrant-Friendly Policies Improve the Health of Children of Immigrants? The Impact of Driver’s License Policies for Undocumented Immigrants and “Sanctuary” Policies on Access and Use of Health Care
Get PDFIf 10.5 million undocumented immigrants are unable or afraid to access health care, medical needs will go unmet and, in the face of COVID-19, lives may be lost. This report explores how immigrant-friendly policies increase the chances that children of immigrants receive preventative health care, thus reducing the likelihood of having unmet medical needs and potentially reducing the chances of disease outbreaks.https://educate.bankstreet.edu/gse/1004/thumbnail.jp
Metamorphic Journey of a Single Story: Becoming a Globally Competent Teacher
Get PDFThe purpose of this thesis is to dissect my lived experiences and transform them into knowledge that can be shared with other educators. This project explores transformative teaching by investigating my teaching experience in South Eastern Thailand through a critical autoethnographic lens as a way to reflect on transformative teaching in a global context. As a candidate in the Dual Language/Bilingual Childhood Special Education program I will be using theoretical frameworks and coursework to guide my critical, decolonial, and global approach to education.
As the world is becoming increasingly interconnected teachers are tasked with looking at the identity, cultural, enthic, linguistic, and diverse needs of the students they teach. This thesis provides insights into how teachers\u27 bias can affect their development of global competence. As citizens in society and educators teachers must combine local and global experiences through a critical reflective approach to inform their teaching. This dynamic diversity of perspectives introduced in my thesis allows educators to begin to examine issues and events from others\u27 perspectives and thus inform their stance on global education.Delving into the interplay of teachers’ identity, culture, and power, I look at how educators can become global citizens. Including the dispositions, knowledge and skills educators will need to develop
Discussing Race, Policing, and Privilege in a High School Classroom
Get PDFThis article describes a unit implemented in a ninth-grade English classroom using the young adult novel, All American Boys (Reynolds & Keily, 2015) to explore issues of police brutality, privilege, and racism. Pedagogical activities are offered alongside a critical reflection of the unit as the author explores difficult moments while teaching. Implications for English educators and currently practicing ELA teachers are provided with suggestions on how to revise the unit to center on exploring the systematic oppression of people of color