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Articles 1 - 9 of 9
Full-Text Articles in Education
Building Bridges To Overcome Widening Gaps: Challenges In Addressing The Need For Professional Preparation Of Infant-Toddler Practitioners In Higher Education, Jennifer A. Mortensen, Maryssa Kucskar Mitsch, Kalli Decker, Maria Fusaro, Sandra I. Plata-Potter, Holly Brophy-Herb, Claire D. Vallotton, Martha J. Buell
Building Bridges To Overcome Widening Gaps: Challenges In Addressing The Need For Professional Preparation Of Infant-Toddler Practitioners In Higher Education, Jennifer A. Mortensen, Maryssa Kucskar Mitsch, Kalli Decker, Maria Fusaro, Sandra I. Plata-Potter, Holly Brophy-Herb, Claire D. Vallotton, Martha J. Buell
Occasional Paper Series
As the professional qualifications for those working with infants, toddlers, and their families continue to expand, institutes of higher education (IHEs) play an increasingly vital role in training the infant/toddler workforce. However, IHEs face numerous programming and pedagogical issues that make meeting the needs of these professionals difficult. These issues are further complicated by persistent challenges within early care and education. In this paper, we examine these issues in detail and discuss the Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID), a cross-institution partnership working to enhance the quality of infant/toddler professional preparation in higher education.
Preparing Infant-Toddler Professionals: A Community College’S Perspective, Jennifer M. Longley, Jennifer M. Gilken
Preparing Infant-Toddler Professionals: A Community College’S Perspective, Jennifer M. Longley, Jennifer M. Gilken
Occasional Paper Series
Preparing professionals to work with infants/ toddlers is complex and unique because of the age group. Community colleges have an integral role in the preparation of infant/ toddler professionals, The Borough of Manhattan Community College infant/ toddler preservice program identified the following four elements to prepare professionals to deliver high-quality, relationship-based practices: (1) relationship-based program, (2) fieldwork opportunities, (3) curriculum, and (4) faculty.
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Occasional Paper Series
In this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based …
Alternative Routes To Teacher Certification
Alternative Routes To Teacher Certification
Occasional Paper Series
Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.
High-Needs Schools: Preparing Teachers For Today's World
High-Needs Schools: Preparing Teachers For Today's World
Occasional Paper Series
In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …
Teacher Leaders: Transforming Schools From The Inside
Teacher Leaders: Transforming Schools From The Inside
Occasional Paper Series
Teacher leadership is "hard." Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: "mentoring," to address the essential question of teacher helping teacher; "transforming school …
Constructivists Online: Reimagining Progressive Practice
Constructivists Online: Reimagining Progressive Practice
Occasional Paper Series
No abstract provided.
Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro
Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro
Occasional Paper Series
No abstract provided.
Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice
Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice
Occasional Paper Series
Tells the story of how mathematics influenced a long term investigation around feeling powerful within an early childhood classroom. Written by Early Childhood Teacher, Elinor J. Albin, and Dean of Faculty, Gretchen Vice, this essay outlines the guiding questions by which teachers at The Advent School in Boston, MA connect mathematics to overarching themes and social-emotional learning. “Power to Change” concludes with observations about how and why mathematics provided a language for building social-emotional intelligence in four and five year olds.