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Articles 1 - 17 of 17
Full-Text Articles in Education
Across Classrooms: School Quality Reviews As A Progressive Educational Policy, Doug Knecht, Nancy Gannon, Carolyn Yaffe
Across Classrooms: School Quality Reviews As A Progressive Educational Policy, Doug Knecht, Nancy Gannon, Carolyn Yaffe
Occasional Paper Series
Knecht, Gannon, and Yaffe, former New York Department of Education administrators, describe their work adding a quality review process to the accountability system for city schools. Positing that the quality review is itself a progressive process, they argue that it can help schools to focus more on the lived experiences of their students and less on high stakes moments.
A Humanizing Approach To Improving School Disciplinary Culture, Darrick Smith
A Humanizing Approach To Improving School Disciplinary Culture, Darrick Smith
Occasional Paper Series
Smith summarizes efforts to transform the negative and disrespectful culture at a small California high school with a racially diverse student population. Here a humanizing approach to discipline, rooted in an affirmation of students and their families, and entailing an alignment of school and family values with the school’s mission, has been successful.
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
Occasional Paper Series
Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.
Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava
Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava
Occasional Paper Series
Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers.
No Shortcuts On The Journey To Learning For Students Or Teachers, Alison Coviello, Susan Stires
No Shortcuts On The Journey To Learning For Students Or Teachers, Alison Coviello, Susan Stires
Occasional Paper Series
Despite the generally held view that children in low-performing, under-served schools have "deficits" teachers in such schools often have very different experiences. Students can succeed in all areas of schooling and beyond. But for this to happen, teacher education institutions need to provide teacher candidates with background information and knowledge about instruction, so they can see and support the strengths of students in high-needs schools.
The Right To Learn: Preparing Early Childhood Teachers To Work In High-Need Schools, Julie Diamond, Fretta Reitzes, Betsy Grob
The Right To Learn: Preparing Early Childhood Teachers To Work In High-Need Schools, Julie Diamond, Fretta Reitzes, Betsy Grob
Occasional Paper Series
Three teacher educators trained in the 1960's reflect on how to ensure educational equity in high-needs schools of today. The article starts with a description of the education the writers want for all children, and outline the processes and practices needed to sustain it. This is followed by a discussion on how schools of education can equip teachers with the values, understandings, and strategies they will need to achieve these goals.
Coda, Gail M. Boldt
Flip The Script, Kevin K. Kumashiro, Erica Meiners
Flip The Script, Kevin K. Kumashiro, Erica Meiners
Occasional Paper Series
"Each one of us must understand education reform as inseparable from our concurrent struggles in other sectors, including labor and healthcare, and the movements to secure full human and civil rights for all." --Authors.
A Glass Half Full, Jeffrey M. R. Duncan-Andrade
A Glass Half Full, Jeffrey M. R. Duncan-Andrade
Occasional Paper Series
Presents a vision for remaking ourselves as a society by addressing the basic needs of all children and defining, assessing, and developing high quality teaching.
Creating The Schools We Need, Pedro Noguera
Creating The Schools We Need, Pedro Noguera
Occasional Paper Series
The struggle for education remains vital to the struggle for democracy, equality and justice. The only question is who will align themselves with those who must be integral to making this possibility a reality.
Educational Revolution, Peter Taubman
Educational Revolution, Peter Taubman
Occasional Paper Series
Invites the reader to reclaim the conversation and turn back the on-going privatization and corporatization of public schools.
From Access To Interaction, Daniel Atkins
From Access To Interaction, Daniel Atkins
Occasional Paper Series
Atkins calls on educators to see beyond access to identify “core moments” for child-centered experiential learning in inclusion classrooms. He warns that “[t]he process of scaffolding the child’s inclusion in the activities or interactions of the day can too often become conflated or confused with the process of scaffolding the child’s physical ability to gain access to those activities or interactions.”
Overcoming Barriers To Coteaching, Seamus O'Connor
Overcoming Barriers To Coteaching, Seamus O'Connor
Occasional Paper Series
Seamus O’Connor, a high school special education teacher, shares a story of bridging a divide. He takes a clear and honest look at the evolution of his relationship with his coteaching partner, Carol. In doing so, he explores themes of equity, trust, and negotiated differences in building a collaborative classroom.
Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms, David J. Connor, Kristen Goldmansour
Doing The Civil Right Thing: Supporting Children With Disabilities In Inclusive Classrooms, David J. Connor, Kristen Goldmansour
Occasional Paper Series
David J. Connor and Kristen Goldmansour explore cotaught inclusion classrooms through the lens of the social justice narrative. They write about the parents who asserted “that it was their children’s civil right to be educated within a diverse classroom, one that truly mirrored the nation’s population.” They critique the alternative to inclusion as “segregation,” which results in “devaluation, a loss in cultural capital for individuals” and argue that cotaught classrooms can upend “artificial notions of ‘normalcy’ that have served to diminish and devalue ‘disabled’ children.”
Inclusion: What Came Before, Judith Lesch
Inclusion: What Came Before, Judith Lesch
Occasional Paper Series
Judith Lesch’s firsthand account of her teaching experiences from the late 1970s through the mid-1990s takes us on a journey through the evolving approaches to inclusion.
Front Matter And Introduction, Valentine Burr
Front Matter And Introduction, Valentine Burr
Occasional Paper Series
The writers in this issue of Occasional Papers advocate for models of inclusion that support children’s capabilities and challenge systemic inequities based on ableism and cultural biases. They examine the complex and changing nature of collaboration between general and special educators in inclusion settings. Underlying these essays, though not always explicitly stated, is recognition that the fields of special education and disability studies can deepen and inform each other.
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Occasional Paper Series
The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.