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Delicate Moments: Kids Talk About Socially Complicated Issues
Get PDFThe author offers an analysis of the failures and insights she experienced working with adolescents at a progressive school while discussing how the students understood and experienced race and identity -- their own and that of others. While she encountered students who were willing to take her into their worlds, her efforts fell flat when her questions turned out to be about their experiences of race and class. In response to such questions, Bauman received, on the whole, confusion, a few stories that distanced the teller from the events, and queries about whether this was what she wanted. At that point, Bauman decided to start over again. This time she attempted to enter into the world that the children wanted her to experience. She invited them to spend the next three months creating multi-media self-portraits, and along with this work, to talk with her and with each other about their lives. It was only after building trusting relationships over a long period of time that the students began to feel their way toward telling themselves, Bauman, and one another, the things that they already knew about race and privilege, about their doubts and discomforts, and about the things for which they hoped. Bauman went into her project expecting to affirm what she already believed about progressive and critical pedagogy, the nature of privileged identities, and her own work as a teacher and a researcher. What she found was a need to reeducate herself, finding that to ask children to talk about race, gender, class, and sexuality, is to ask that they unpack the most intimate of their stories in an environment in which they are unable to control either who their audience is or the uses that will be made of their words. Bauman also found that the students in some ways understood more than many adults around them seem to recognize: that omissions, exclusions, slurs, and misrepresentations do not exist only outside the walls of their progressive school but may also be part of the integral structure of a culture that equates community with niceness and comfort and that encourages the students to believe that silence about certain issues indicates a lack of bias
Performance Assessment of Aspiring School Leaders Grounded in an Epistemology of Practice: A Case Study
Get PDFThere is increasing interest in the field of leadership preparation about the opportunities that robust performance assessments may provide to capture and evaluate the complexity of school administrators’ work. Heretofore, the conversation about administrator performance assessment in leadership preparation has mainly centered on the development and impact of large statewide assessments that grow out of a Cartesian epistemology of individual knowledge possession, in which individuals must demonstrate mastery of a set of static knowledge and skills. We analyzed the characteristics of a performance assessment system that deliberately accounts for the organizational complexity of practice and knowledge generation in its design. Candidates are assessed by faculty and coaches on state-wide and program standards, but instead of producing evidence of their practice as individuals, they are assessed within simulated practice-based scenarios that require them to both draw on their extant individual and collective knowledge and build and act on new knowledge as they move through the simulation. Our analysis enables us to dimensionalize issues related to state mandated performance assessments and their implementation by preparation programs.https://educate.bankstreet.edu/faculty-staff/1051/thumbnail.jp
#22 Memorial Salon for Rachel Rippy
No full textA celebration of the life, art, and teachings of our dear friend Rachel Rippy.https://educate.bankstreet.edu/librarysalons/1021/thumbnail.jp
Center-Based Learning in a First Grade Classroom
Get PDFThis thesis provides a review of literacy that supports incorporating phonics within a balanced approach to literacy approach and using center-based literacy instruction that can target individual students needs and provide engaging and hands-on instruction
Maximizing Every Child\u27s Potential in the First 1,000 Days of Life: A Landscape Analysis
Get PDFThis report features a series of findings, supporting evidence, and bright spots that build a case for developing a stronger approach to supporting the diverse infant/toddler workforce.https://educate.bankstreet.edu/bsec/1001/thumbnail.jp
#SayHerName: Making Visible the t/Terrors Experienced by Black and Brown Girls and Women in Schools
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A Reason to Read: Discovering a Purpose for Books Through Play
Get PDFChildren need desire and motivation to learn. This study examines the responsive, child- centered teaching practices of a reading and literacy specialist as she helps a student, with low motivation for reading, find a reason to want to read. Although her student is diagnosed with autism spectrum disorder (ASD), and aspects of autism come up in this study, the focus here is not on teaching children with autism. Since no two children with a diagnosis present similarly, teaching to a diagnosis is not individualized or sensitive enough to meet the educational and emotional needs of a student. Instead, teachers must consider each child individually; thinking about where the child is developmentally in different areas of their learning, how a child’s strengths and interests might lead them to motivation and success, and what a child needs to feel safe and valued. Teachers can then build engagement and rapport, and create content conducive to a specific child’s needs. By considering an experienced teacher’s methods, this study hopes to enlighten other teachers as to how to meet the needs of their students with sensitivity and skill
Promise in Infant-Toddler Care and Education
Get PDFThis special themed issue of the Occasional Paper Series seeks to highlight and challenge assumptions about infant-toddler care and education. In the Call for Papers, we specifically asked for critical analyses of the state of the field; for contributions from practitioners, policy researchers and policymakers, teacher educators, and colleagues from international contexts to interrogate the status quo. We were not surprised, however, when the papers submitted, with one exception, came from university researchers or faculty working with students. Caregivers and teachers of the youngest children are overwhelmingly women, often with families of their own, with limited time, support, or incentives to write about their experiences. Because of this, the focus for the issue that emerged from the submissions is more on policy and training than on the day-to-day experiences of the practitioners