Most Recent Additions*
New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System
Kate Tarrant and Mark Nagasawa
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
Good Things: An Original Picture Book
Maryah Greene
Residency Partnership Development Framework
Bank Street College of Education
Barrington Bunny: Case of the Curious Clouds A Narrative Picture Book for Symbolic Play and STEM Curriculum
Claudia Chung
Coherent Schools, Powerful Learning: When Shared Beliefs Fuse School Culture, Structures, and Instruction
Douglas R. Knecht
Childhood Disability: Challenges and Theory-Informed Child Life Interventions in the Healthcare Setting
Fatema-Zahra Jaffer
The Adverse Effects of Stereotyping and Bias on Health in Low Socioeconomic Communities
Stephanie Jurado
The 3 R's of Sustainably Funded Residencies
Bank Street College of Education
Making Teacher Preparation Policy Work
Bank Street College of Education
A Transformative Opportunity for New York State
Bank Street College of Education
Interrupting Trauma with Hope, Kindness, Art and Healing
Christine M. Her, Yvette Z. Hermann, and Emma K. Parker
Creating Classroom Community to Welcome Children Experiencing Trauma
Katherina A. Payne, Jennifer Keys Adair, and Shubhi Sachdeva
Threading the Needle: On Balancing Trauma and Critical Teaching
Brian Gibbs and Kristin Papoi
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
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
*Updated as of 09/26/20.