Most practitioners and scholars agree that critical and reflective early childhood and elementary teachers are foundational for children's holistic growth and development. Yet current policies focused on elevating testing and performativity are contributing to student and teacher anxiety and alienation. This book offers a counternarrative to neoliberal standardized preservice teacher development and assessment processes. The author examines how a cohort of teacher educators worked alongside their preservice teachers—both groups predominately White and female—to redesign their teacher education program. Sherfinski reveals how the narrative portfolio, an inquiry-based alternative to accreditation and standards-based assessments, was designed to locally document, resist, and disrupt the status quo. The narrative portfolio speaks back to standardized preservice teacher assessments by providing spaces for teacher candidates to demonstrate their knowledge of theory and practice as enacted in the natural settings of school and community. Rooted in Belonging shows why humanizing, democratic, place-based practices should be at the forefront of teacher education.
Book Features:
Provides a rare portrait of equity-based teacher education at the confluence of place-based approaches, student diversity, and teacher education.
Grapples with tough issues such as how the shared Whiteness of preservice teachers and children and their families play out alongside their differences.
Explores how educators negotiate deep ideological differences while still preparing teachers for critical work.
Examines how the current political climate around Black Lives Matters, the 2020 presidential election, and the COVID-19 pandemic contribute to the challenges of working in communities.
Discusses how race, space, time, and settler colonialism shape the work of preservice teachers and their teacher educators.
Shares action research and teacher leadership assignments, critical thinking and planning exercises, personal reflections, and preservice teachers' narrative portfolio artifacts.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
This book takes the reader through a journey into the practical and theoretical aspects of partner-based learning in bilingual early childhood environments. The authors begin by presenting compelling arguments for the significance of this approach noting the parallels between partner-based collaborative learning and developmentally appropriate practices for young learners. Part 1 weaves in tenets of a LatCrit perspective to highlight intersections of a social justice orientation to learning and teaching and a collaborative approach that capitalizes on Latinx bilingual children’s linguistic repertoire and cultural capital. The authors unpack the translingual partner construct unveiling the potential of bilingual children as meaning-makers and language problem solvers. Part 2 contextualizes the concept of translingual partner interactions in two early childhood classrooms. Then, to bridge theory and praxis, Part 3 reveals what the authors have learned after thousands of observations, conversations, and interactions with bilingual teachers and young learners throughout the United States. Readers will find considerations for the design of partner-based interactions. Specifically, the authors address criteria such as language proficiency, academic strengths, and learning styles. The authors include general guidelines for effective partner collaboration to assist teachers in the assessment of partner-based work. To bring the discussion full circle, the authors close with an example of a real-life partnership. Chicano leaders Dolores Huerta and C?sar Ch?vez’s partnership is portrayed in terms of their agency, impact, and connectedness with the community.
Автор: Bernheimer, Susan Название: Voices of early childhood educators ISBN: 1433130602 ISBN-13(EAN): 9781433130601 Издательство: Peter Lang Рейтинг: Цена: 7528.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Voices of Early Childhood Educators presents powerful, living stories of early childhood students and practitioners. Susan Bernheimer clearly shows the importance of their stories for understanding the challenges now facing our field, including valuable insights into new forms of resilience and development. Bernheimer invites college students and their instructors into an eye-opening journey with early childhood professionals today.
Описание: In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.
An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.
Описание: In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.
An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.
Автор: Laur Название: Developing Natural Curiosity through Project-Based Learning ISBN: 1138694207 ISBN-13(EAN): 9781138694200 Издательство: Taylor&Francis Рейтинг: Цена: 17609.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Developing Natural Curiosity Through Project-Based Learning is a practical guide that provides step-by-step instructions for PreK-3 teachers interested in embedding project-based learning (PBL) into their daily classroom routine.
Автор: Lois Christensen; Jerry Aldridge Название: Critical Pedagogy for Early Childhood and Elementary Educators ISBN: 9400794339 ISBN-13(EAN): 9789400794337 Издательство: Springer Рейтинг: Цена: 17468.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Alongside specific examples of teachers engaged in critical pedagogy, this book offers close analysis and guidance to help ease teachers into reflective practice in critical pedagogy based on praxis - the point at which theory and practice meet and interact.
Название: Reconceptualizing early childhood care and education ISBN: 1433123665 ISBN-13(EAN): 9781433123665 Издательство: Peter Lang Рейтинг: Цена: 32389.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades. The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
Автор: Quintero, Elizabeth P. Название: Storying learning in early childhood ISBN: 1433127474 ISBN-13(EAN): 9781433127472 Издательство: Peter Lang Рейтинг: Цена: 6713.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Storying Learning in Early Childhood documents philosophical, research, and critical questions about notions of childrens’ experiences and learning potential that heavily influence the profession. Critically created, child-centered curriculum and assessment collaborations focus on contexts of homes, schools, and communities. This book brings into focus policy issues, economic issues, and political realities that affect us all as we engage in curriculum and assessment. Patterns of findings under the foci of critical, responsive curriculum and authentic assessment for all children have illustrated new questions, provoked new trajectories of informants, and reiterated connections to dynamic issues in early childhood internationally. The work involved in curriculum and assessment points to international discussions about what is «quality» in early care and education and who has the power to decide. These international dynamics highlight the inevitable connections among programs for young children, policies, and politics. Further consideration regarding multiple histories, strengths, and needs of young children also illustrate little-discussed refugees and migrating people around the world – and their children – who are growing and experiencing life wherever they are living in a variety of situations with or without support.
Описание: This book explores the effects of the REACH program (Recruiting and Enlightening through Access to and Communication with High-need schools), a seven-year initiative devised to help find, attract, and prepare diverse teacher candidates interested in working with young children.
Автор: Susan Bernheimer Название: Voices of Early Childhood Educators ISBN: 1433130610 ISBN-13(EAN): 9781433130618 Издательство: Peter Lang Рейтинг: Цена: 15878.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Voices of Early Childhood Educators presents powerful, living stories of early childhood students and practitioners. Susan Bernheimer clearly shows the importance of their stories for understanding the challenges now facing our field, including valuable insights into new forms of resilience and development. Bernheimer invites college students and their instructors into an eye-opening journey with early childhood professionals today.
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