Educational Assessment, Evaluation, and Research Commons^™

“We All Is Teachers”: Emergent Bilingual Children At The Center Of The Curriculum, Ysaaca D. Axelrod

Occasional Paper Series

Incorporating data from an ethnographic case study of a bilingual (Spanish/English) Head Start program serving the children of Dominican and Mexican immigrants, Axelrod explores the tensions in parents’, teachers’, and administrators’ beliefs about language use and the role of play.

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.

The Center For Inquiry: Anatomy Of A Successful Progressive School, Christine H. Leland, Amy Wackerly, Christine Foxen Collier

Occasional Paper Series

Describes the work of the Center for Inquiry Schools in Indianapolis, Indiana. Authors Leland, Wackerly, and Collier were part of the original cohort of teachers and university faculty who founded a progressive magnet school. Premised on inquiry-based teaching and learning, the Center for Inquiry has grown from one to four schools.

City-As-School: Internship-Based Learning In New York City Public Schools, Rachel Seher, Melissa Birnbaum, Alan Y. Cheng

Occasional Paper Series

Paints a portrait of a high school with experiential learning at its core; at City-As-School in New York City, internships take the place of many classroom-based courses.

Now Is The Time, Jonathan Silin, Meredith Moore

Occasional Paper Series

In an era when intense pressure has been brought to bear on educators at all levels to “fix” education, Progressive Practices in Public Schools is designed to shine a light on the programs and pedagogy that are too often hidden from public view. The goal is to highlight what is hopeful by identifying educators who model rich, complex, and compelling alternatives to what is on offer from many contemporary “reformers.”

Beyond The Lone Hero: Providing Supports For New Teachers In High-Needs Schools, Sarah Elizabeth Barrett, Donna Ford, Carl James

Occasional Paper Series

This essay examines the activities and challenges encountered in a partnership between a faculty of education and a local school board in Toronto, Canada. The goal was to address concerns over a 40% drop-out rate amongst Black students in the Toronto District School Board.

Teachers were to identify areas of concern, and to use university resources to investigate and improve work with students. Initially, findings were disappointing, teachers often felt isolated working on their own, and some administrators perceived the project as disruptive to the overall running of the school.

Faculty came to the realization that to help support their …

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.

Introduction: High Needs Schools - Preparing Teachers For Today's World, Jonathan Silin

Occasional Paper Series

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.

Commentary, Marjorie Siegel

Occasional Paper Series

No abstract provided.

Commentary, Susan Freeman

Occasional Paper Series

Commentary, Martha Foote

Occasional Paper Series

No abstract provided.

Toward Meaningful Assessment: Lessons From Five First-Grade Classrooms, Laura Kates

Occasional Paper Series

A case study of six first grade teachers' responses to a performance assessment mandated in New York City Public Schools from 1998 to 2003.

Coda, Gail M. Boldt

Occasional Paper Series

No abstract provided.

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

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

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.

Silver Linings, Gil Schmerler

Occasional Paper Series

Looking for rays of sunshine amidst an educational landscape that has taken a particularly horrific beating in the last decade or two is a difficult – maybe quixotic – undertaking.

The New Orleans Reformed Public School System: National Model?, Raynard Sanders

Occasional Paper Series

The author describes what happened to the New Orleans Public Schools after Hurricane Katrina.

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.

The Teacher Accountability Debate, Diane Ravitch

Occasional Paper Series

The teacher accountability narrative is part of a larger effort to restructure the teaching profession by turning it into a market-based activity.This paper seeks to deconstruct the assumptions embedded in the narrative.

Accountability And The Contemporary Intellectual, Greg Dimitriadis, Marc Lamont Hill

Occasional Paper Series

Analyzes the language and values that have framed the accountability movement.

Preface: Challenging The Politics Of The Teacher Accountability Movement, Gail M. Boldt

Occasional Paper Series

Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.

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

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.

Selected Works By Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin

Occasional Paper Series

Selected works by Harriet Cuffaro.

Enhanced Participation: Creating Opportunities For Youth Leadership Development, Clara Waloff

Occasional Paper Series

Demonstrates how young people in an arts-based after-school program develop leadership.

Changing Through Laughter With “Laughter For A Change”, Laurel J. Felt, Ed Greenberg

Occasional Paper Series

This paper describes systematic observation, research, and analysis of Laughter for a Change (L4C)’s 2011–2012 after-school improv workshop, revealing the program’s multiple impacts. Our data suggest that improvising creates a “safe space,” a supportive context in which participants feel empowered to take risks and play freely.

Mapping The Social Across Lived Experiences: Relational Geographies And After-School Time, Louai Rahal, Jennifer A. Vadeboncoeur

Occasional Paper Series

This article is divided into two sections. The first offers a theoretical frame that enables key concepts to be defined and discussed. The second reviews current approaches to methodology that enable researchers to study the movement of youth over time and across space in an effort to examine the learning that is occasioned by different relationships. Here, we offer ways to begin thinking about mapping social relationships across lived experiences. The article ends with a brief conclusion, in which we note the significance of documenting the developing experiences of children and youth, mediated by social relationships, and the necessity of …

Preparing Teachers For Place-Based Teaching, Amy Vinlove

Occasional Paper Series

This paper begins by offering two portraits of recent teacher education graduates providing place-based teaching in their classrooms, followed by a description of the knowledge, skills, and dispositions teachers (new or seasoned) must possess to effectively teach in a place-based manner. Next is a short discussion of the importance of experience and application of these tenets. Finally, there are three examples of activities and assignments my colleagues and I have developed for our teacher preparation program. We aim for these experiences to help inspire and prepare our graduates to integrate their local communities and places into their own classrooms, whether …

Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss

Occasional Paper Series

Cover page, table of contents, editors' notes.