What might it mean for young children with disabilities to experience freedom and belonging from their earliest moments in school? This volume provides an in-depth discussion and analysis of how critical perspectives on disability can inform our work with children, families, and teachers in early childhood settings. Thirty international contributors center disability and prioritize children's perspectives across a variety of contexts, including Head Start, community-based centers, public school classrooms, and home visiting. This one-of-a-kind book argues that a focus on disability and ableism is necessary for countering traditional developmental perspectives and oppressive notions of "normalcy" to cultivate freedom and belonging for marginalized young children. Chapter topics include: Histories and contexts of ableism in early childhood. Affirming and supporting positive disability identity in early childhood. Creating interdependence and relationships of support with and between children in early care settings. Recognizing children's varied socio-emotional expressions as legitimate. Children's expansive, multilingual, and multimodal meaning-making in the context of standardized academic goals. Honoring marginalized families' priorities, engagement strategies, and meaningful resistance. Integrating Indigenous, Black feminist, and/or disability justice perspectives in teacher education.
What might it mean for young children with disabilities to experience freedom and belonging from their earliest moments in school? This volume provides an in-depth discussion and analysis of how critical perspectives on disability can inform our work with children, families, and teachers in early childhood settings. Thirty international contributors center disability and prioritize children's perspectives across a variety of contexts, including Head Start, community-based centers, public school classrooms, and home visiting. This one-of-a-kind book argues that a focus on disability and ableism is necessary for countering traditional developmental perspectives and oppressive notions of "normalcy" to cultivate freedom and belonging for marginalized young children. Chapter topics include: Histories and contexts of ableism in early childhood. Affirming and supporting positive disability identity in early childhood. Creating interdependence and relationships of support with and between children in early care settings. Recognizing children's varied socio-emotional expressions as legitimate. Children's expansive, multilingual, and multimodal meaning-making in the context of standardized academic goals. Honoring marginalized families' priorities, engagement strategies, and meaningful resistance. Integrating Indigenous, Black feminist, and/or disability justice perspectives in teacher education.
For more than 2 decades, Karin Hess has worked with the concept of depth of knowledge (DOK) and expanded applications of cognitive rigor across content areas and grade levels, proving that every student can experience deeper learning. This interactive book offers a self-guided journey beginning with the basics: what DOK is, what it is not, and debunking common misconceptions about rigor. Karin shares how she synthesized ideas from various thinking models with DOK as the foundation to create the Hess Cognitive Rigor Matrices, now used in more than 100 countries. Each module is framed by frequently asked questions and provides practical tools and strategies for applying a cognitive mindset that supports student-centered classrooms, planning instruction that shifts student roles from taking in information to constructing meaning, and monitoring progress with assessments that uncover thinking. This unique, action-oriented workbook is a perfect companion to Karin's earlier books and a great DOK refresher for PK-12 staff! Learn how to: Build a shared understanding of DOK and rigor among your teaching colleagues. Shift DOK levels in order to shift teacher-student roles in support of learning transfer. Create actionable standards-based and competency-based assessments. Analyze and adapt current curricular and assessment materials. Explore applications of DOK in progress monitoring and grading.
Utilizing narrative storytelling, this user-friendly guide describes the principles of early relational health with direct application to day-to-day work with infants and parents. Practitioners on the front lines often feel great pressure to know "what to do" in a wide range of challenging situations. Drawing on both developmental science and extensive clinical experience, Dr. Gold provides evidence that the exact opposite--a stance of not-knowing--helps us find our way into another person's experience, offering the greatest opportunity for connection, growth, and healing. Gold presents a model of "listening in" with an intentional suspension of expectations and a willingness to be surprised. The paradigm of listening in functions as a kind of superpower to enhance teacher-student, professional-parent, and parent-infant relationships. This resource will be important reading for a broad variety of practitioners working with infants, including early childhood educators, home visitors, pediatricians, doulas, and mental health clinicians, as well as policymakers, parents, and other caregivers. Book Features: Summarizes the key advances in our understanding of brain science, child development, and infant-parent mental health. Emphasizes lessons from real-life interactions between infants and caregivers as communicated through detailed clinical vignettes. Offers practitioners a model for listening that is rooted in the concept of cultural humility and the idea that even in sameness there is difference.
Do you facilitate a virtual learning community? Would you like to learn strategies and moves that ensure your participants have a valuable and meaningful experience? Protocols have been used in education circles for over 30 years to enhance both teacher and student learning. They provide a structure to have conversations around texts, student work, teacher work, dilemmas, equity, and community. Current tools like Zoom, Google Meet, and Microsoft Teams allow learning communities to easily meet online. However, it is important to create a culture of community, keep participants engaged, and facilitate group learning in these virtual environments. This book explores these topics, highlighting the voices of facilitators from around the United States who are doing this work in a variety of settings, including K-12, universities, and state agencies. In addition, readers will find more than 30 different protocols that have been modified specifically so that they can be used in a virtual learning community setting. Book Features: Brings together in one place virtual learning communities, facilitation strategies, and the use of protocols in today's synchronous, video-based environments. Explores the differences between facilitating learning communities online and facilitating them face-to-face. Offers a variety of facilitation moves and choices that one should consider when leading a virtual learning community. Builds on the work of The Facilitator's Book of Questions, The Power of Protocols, and Going Online with Protocols.
Much change is needed to make school communities more affirming and inclusive of gender and sexual diversity. This timely book is written for secondary students and their adult allies who are working to make schools more supportive of lesbian, gay, bisexual, transgender, queer, intersex, and asexual people, and their families. Grounded in scholarship, the text offers information, ideas, guidelines, inspiration, and resources to support grassroots efforts to envision and build more just and liberatory school communities. The author shares case studies of youth activism and profiles of these LGBTQIA+ activists to show what is possible when young people take action to improve their communities. Meyer explicitly acknowledges the diversity of the LGBTQIA+ community and discusses working in coalitions to address related forms of injustice, including racism and white supremacy, ableism, colonialism, and classism, as well as biases around religion, immigration status, language, and culture. This hands-on guide is readable and accessible for use in extracurricular clubs or as a source for classroom assignments in grades 6-12. Book Features:Written in a language appropriate for students and adults working together in student clubs like GSAs or after-school community centers. Provides figures and activities that can be used to guide action planning. Demonstrates that some of the best change happens when it is led by youth. Moves away from the dominant discourse that focuses on harm reduction, risk narratives, and reducing bullying and harassment. Includes a chapter that discusses relevant laws and policies. Offers a companion website that provides updated links and resources for readers at elizabethjmeyer.com/queer-justice.
"In this sixth edition, Fullan examines how educational change has itself changed across six decades, deepening our understanding of the processes and purposes that guide leadership in school improvement. It offers compelling insights for leaders and policy makers to guide their practice for the next decade. With his customary candor and concision, Fullan delivers a remarkable story about how school reform has failed, and what we can do to reverse course in the next decade"--
The introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI's impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. This volume focuses on the implications of AI technology for teachers in K-12 and university settings, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. Scholars specializing in the field of social studies education provide information and practical ideas for teaching with current technology, alongside frameworks for thinking about future iterations of AI. This book fills a critical need, especially among educators, to consider the current and potential future impacts of AI while avoiding the traps of alarmism or techno-utopianism. Whether skeptical or enthusiastic about AI, every social studies educator will find something useful to their practice in this book. Book Features: First-ever compilation of AI considerations and strategies in the context of social studies education Nontechnical explanations of what AI can do (and not do) in practical educational contexts to enable educators to approach its use with careful judgment Advice for educators to help them assess future iterations of AI technology Critical considerations of AI across multiple contexts (e.g., ethics, equity, multilingual learners, cybersecurity) Work from leaders in technology and social studies education across Canada and the United States
"Most adults are unaware of young children's remarkable "Everyday Math"-their ideas about shape, space, pattern, number, measurement, and more that are the foundation for the formal math taught in school. This book aims to correct the failure by helping adults to appreciate and enjoy young children's everyday math. The book highlights the everyday behavior of one young child from just before she turns 2 through age 5, when she does her first written math homework in kindergarten"--
Introduces the Infant Toddler Inquiry Learning Model, a new way to think about how young children (birth-age 3) explore, think, and learn STEM. Accessible to educators from a wide range of educational backgrounds, it is designed specifically to help guide the implementation of STEM experiences into the early childhood curriculum.
Shows teachers how to engage children (ages 3-8) with light and shadow in a playful way, building an early foundation for the later, more complex study of this phenomena and possibly piquing the curiosity of children that will ultimately lead to professions within the field of STEM.
Using the case study of a Seattle school, this text describes a working model for the education of homeless children in America's public schools.
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