Content Posted in 2020
All I Want to Say Is That They Don’t Really Care About Us: Creating and Maintaining Healing-Centered Collective Care in Hostile Times, Asif Wilson and Wytress Richardson
Angry Like Me, Catherine-Laura Dunnington and Shoshana Magnet
A Transformative Opportunity for New York State, Bank Street College of Education
Barrington Bunny: Case of the Curious Clouds A Narrative Picture Book for Symbolic Play and STEM Curriculum, Claudia Chung
Becoming a System of Professional Learning: Conceptualizing Improvement As a Throughline of Learning, Michelle L. Forman, Tracy Fray-Oliver, and Doug Knecht
Childhood Disability: Challenges and Theory-Informed Child Life Interventions in the Healthcare Setting, Fatema-Zahra Jaffer
Choosing Difficult, Choosing Important in Fifth-Grade Read-Aloud, Chiara Dilello
Co-Designing Teacher Residencies: Sharing Leadership, Finding New Opportunities, Matt Miller and Steph Strachan
Coherent Schools, Powerful Learning: When Shared Beliefs Fuse School Culture, Structures, and Instruction, Douglas R. Knecht
Conversations about Death that are Provoked by Literature, Cara E. Furman
Creating Classroom Community to Welcome Children Experiencing Trauma, Katherina A. Payne, Jennifer Keys Adair, and Shubhi Sachdeva
Discussing Race, Policing, and Privilege in a High School Classroom, Arianna Banack
Don’t Be Fooled, Trauma Is a Systemic Problem: Trauma as a Case of Weaponized Educational Innovation, Debi Khasnabis and Simona Goldin
Do States’ Immigrant-Friendly Policies Improve the Health of Children of Immigrants? The Impact of Driver’s License Policies for Undocumented Immigrants and “Sanctuary” Policies on Access and Use of Health Care, Heather Koball and Seth Hartig
EdPrepLab as a Learning Community, Jessica Charles and Rebecca Rufo-Tepper
Emotionally Responsive Practice as Trauma Informed Care: Parallel Process to Support Teacher Capacity to Hold Children with Traumatic History, Lesley Koplow, Noelle Dean, and Margaret Blachly
Equitable Compensation for the Child Care Workforce: Within Reach and Worth the Investment, Emily Sharrock and Courtney Parkerson
Executive Summary: New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York's Early Childhood System, Kate Tarrant and Mark Nagasawa
Focus on Friendship or Fights for Civil Rights? Teaching the Difficult History of Japanese American Incarceration through The Bracelet, Noreen N. Rodríguez
Forgotten Frontline Workers: A Snapshot of Family Child Care and COVID-19 in New York, Mark Nagasawa and Kate Tarrant
Good Things: An Original Picture Book, Maryah Greene
How California's Teacher Residencies Are Helping to Solve Teacher Shortages and Strengthen Schools, Karen DeMoss and Cathy Yun
If I Knew Then What I Do Now: Fostering Pre-Service Teachers’ Capacity to Promote Expansive and Critical Conversations with Children’s Literature, Stephen Adam Crawley
Interrupting Trauma with Hope, Kindness, Art and Healing, Christine M. Her, Yvette Z. Hermann, and Emma K. Parker
Introduction: Facilitating Conversations on Difficult Topics in the Classroom: Teachers’ Stories of Opening Spaces Using Children’s Literature, Mollie Welsh Kruger, Susie Rolander, and Susan Stires
Investing in the Birth-to-Three Workforce: A New Vision to Strengthen the Foundation for All Learning, Emily Sharrock and Courtney Parkerson
Issue 43: Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs, Tracey Pyscher and Anne Crampton
Let Them Get Mad: Using the Psychoanalytic Frame to Rethink SEL and Trauma Infomed Practice, Clio Stearns
Looking for Trouble and Causing Trauma, Marquita D. Foster
Making Teacher Preparation Policy Work, Bank Street College of Education
Maximizing Every Child's Potential in the First 1,000 Days of Life: A Landscape Analysis, Emily Sharrock and Courtney Parkerson
Metamorphic Journey of a Single Story: Becoming a Globally Competent Teacher, Shareefah Pereira
New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System, Kate Tarrant and Mark Nagasawa
Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs
Reflections on Developing a Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, and Jessica Charles
Reflections on Developing a Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, and Jessica Charles
Residency Partnership Development Framework, Bank Street College of Education
Shattering, Healing and Dreaming: Lessons from Middle-Grade Literacies and Lives, Carla España
Storytime is a Sunrise: Employing Children’s Literature to Mediate Socio-Emotional Challenges in the Life of a Young Child, Carolina Soto Bonds
Sustainable Strategies for Funding Teacher Residencies: Lessons From California, Karen DeMoss and Cathy Yun
Taking a Journey to The Land of All: Using Children’s Literature to Explore Gender Identity and Expression with Young Children, Kerry Elson and Kindel Nash
Technology in Education: The Ongoing Debate of Access, Adequacy and Equity, Kristiana Roth
The 3 R's of Sustainably Funded Residencies, Bank Street College of Education
The Adverse Effects of Stereotyping and Bias on Health in Low Socioeconomic Communities, Stephanie Jurado
The Best Children's Books of the Year [2020 edition], Bank Street College of Education. Children's Book Committee
The High Lonesome Sound in Little Voices: The Use of Appalachian Balladry in the Early Childhood Classroom, Lance Piao
The Importance of Narrative: Moving Towards Sociocultural Understandings of Trauma-Informed Praxis, Noah Golden
Threading the Needle: On Balancing Trauma and Critical Teaching, Brian Gibbs and Kristin Papoi
Trauma by Numbers: Warnings Against the Use of ACE Scores in Trauma-Informed Schools, Alex Winninghoff
We Are All Learning about Climate Change: Teaching with Picture Books to Engage Teachers and Students, Ysaaca D. Axelrod, Denise Ives, and Rachel Weaver
What Do You Do When You Don't Know How to Respond? Supporting Pre-Service Teachers to Use Picture Books to Facilitate Difficult Conversations, Kathryn Struthers Ahmed and Nida Ali
Who Will Care for the Early Care and Education Workforce? COVID-19 and the Need to Support Early Childhood Educators’ Emotional Well-being, Mark Nagasawa and Kate Tarrant
Why Trouble SEL? The Need for Cultural Relevance in SEL, Julia Mahfouz and Vanessa Anthony-Stevens
Young Children in Deep Poverty: Racial/Ethnic Disparities and Child Well-Being Compared to Other Income Groups, Sheila Smith, Sophie Nguyen, and Maribel R. Granja