Content Posted in 2020 | Educate: Bank Street College of Education research, publications, creative works

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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, Rebecca Cheung, Jennifer Robinson, 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

Facilitating Conversations on Difficult Topics in the Classroom: Teachers’ Stories of Opening Spaces Using Children’s Literature

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

Gender-Inclusive Children’s Literature as a Preventative Measure: Moving Beyond a Reactive Approach to LGBTQ+ Topics in the Classroom, Shelby Brody

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