During the 2020–21 school year, remote instruction due to COVID-19 significantly limited children’s access to school-based social interactions. As schools return to in-person instruction, we ask: Can poetry and metaphor be used to develop theory of mind (ToM)/reflective functioning and emotional literacy in the early elementary setting? This article documents the use of poetry in a pandemic pod with four children ages four to eight years, demonstrating the relationship between children’s developing understanding and use of metaphor and their emotional literacy skills. Although the psychological significance of ToM is well documented, the field of education rarely focuses on the role school environments play in supporting this essential building block of learning. Our findings support the use of content-rich instruction and the significant role parents and teachers play in supporting the emotional development of children.
{"title":"Building Back Better with Poems","authors":"Liat Goldman Douglas, R. Casesa","doi":"10.1086/719214","DOIUrl":"https://doi.org/10.1086/719214","url":null,"abstract":"During the 2020–21 school year, remote instruction due to COVID-19 significantly limited children’s access to school-based social interactions. As schools return to in-person instruction, we ask: Can poetry and metaphor be used to develop theory of mind (ToM)/reflective functioning and emotional literacy in the early elementary setting? This article documents the use of poetry in a pandemic pod with four children ages four to eight years, demonstrating the relationship between children’s developing understanding and use of metaphor and their emotional literacy skills. Although the psychological significance of ToM is well documented, the field of education rarely focuses on the role school environments play in supporting this essential building block of learning. Our findings support the use of content-rich instruction and the significant role parents and teachers play in supporting the emotional development of children.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"155 - 174"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45922008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the ways that labeling students can contribute to epistemic injustices. The harms of labeling are discussed, and Patricia Carini’s practice of descriptive review, along with her general philosophical approach to teaching and education, are offered as ways of mitigating against these harms. The main goals of this article are to uncover new ways of thinking about epistemic injustice and to introduce Carini’s work to philosophers of education and readers who think philosophically about teaching and education. I suggest that Carini’s lived approach to philosophy deserves the widest possible audience, and that her approach to teaching and education present a model for how we might resist forms of injustice that are all too common in schools.
{"title":"Labeling Students as a Form of Epistemic Injustice","authors":"Jeffery M. Frank","doi":"10.1086/719210","DOIUrl":"https://doi.org/10.1086/719210","url":null,"abstract":"This article discusses the ways that labeling students can contribute to epistemic injustices. The harms of labeling are discussed, and Patricia Carini’s practice of descriptive review, along with her general philosophical approach to teaching and education, are offered as ways of mitigating against these harms. The main goals of this article are to uncover new ways of thinking about epistemic injustice and to introduce Carini’s work to philosophers of education and readers who think philosophically about teaching and education. I suggest that Carini’s lived approach to philosophy deserves the widest possible audience, and that her approach to teaching and education present a model for how we might resist forms of injustice that are all too common in schools.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"77 - 89"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41957989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A retired public school teacher recollects and reflects upon her collaboration with Patricia F. Carini, founder of the Prospect School and the Prospect Center for Education and Research. The recollections synthesize her participation in annual Prospect gatherings with an eclectic group of like-minded educators and caretakers from all over the United States over a period of two decades. The reflections describe the significance of her membership in that group on her life as an early childhood teacher in New York City’s progressive public schools throughout a career that spanned 25 years, during a time when progressive education was expanding its reach throughout the city and developing a large number of schools that were in step with the Prospect School’s philosophy. She describes how their acceptance of her, their encouragement, and their collaborations helped to expand her views of her professional work and her own sense of her value as an educator.
{"title":"Letters to Pat","authors":"Louisa Cruz-Acosta","doi":"10.1086/719208","DOIUrl":"https://doi.org/10.1086/719208","url":null,"abstract":"A retired public school teacher recollects and reflects upon her collaboration with Patricia F. Carini, founder of the Prospect School and the Prospect Center for Education and Research. The recollections synthesize her participation in annual Prospect gatherings with an eclectic group of like-minded educators and caretakers from all over the United States over a period of two decades. The reflections describe the significance of her membership in that group on her life as an early childhood teacher in New York City’s progressive public schools throughout a career that spanned 25 years, during a time when progressive education was expanding its reach throughout the city and developing a large number of schools that were in step with the Prospect School’s philosophy. She describes how their acceptance of her, their encouragement, and their collaborations helped to expand her views of her professional work and her own sense of her value as an educator.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"50 - 65"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47430162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1109/taee54169.2022.9840696
Cara E. Furman, Joan Bradbury
This introduction welcomes the reader to the symposium collection; (part 1): “Attending with Care: Continuing Legacy of Patricia Carini.” We begin to describe the ethos Pat embodied in her life and work at Prospect and elsewhere, including her central role in creating the Descriptive Inquiry processes. The work and ethos took root in many places and among many people. As manifest throughout this issue, it continues with vibrancy today. We offer the symposium in thanks to Pat and the symposium community as it came to life. We describe the process that led to this inspiring collection of contributions and welcome the reader to join in.
{"title":"Welcome","authors":"Cara E. Furman, Joan Bradbury","doi":"10.1109/taee54169.2022.9840696","DOIUrl":"https://doi.org/10.1109/taee54169.2022.9840696","url":null,"abstract":"This introduction welcomes the reader to the symposium collection; (part 1): “Attending with Care: Continuing Legacy of Patricia Carini.” We begin to describe the ethos Pat embodied in her life and work at Prospect and elsewhere, including her central role in creating the Descriptive Inquiry processes. The work and ethos took root in many places and among many people. As manifest throughout this issue, it continues with vibrancy today. We offer the symposium in thanks to Pat and the symposium community as it came to life. We describe the process that led to this inspiring collection of contributions and welcome the reader to join in.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"12 - 16"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this scholarly article, teacher researchers explore the disparity between modern classroom pedagogies and the almost complete absence of a key component of identity. It advocates for religious language inclusion, examines students’ religious engagement during the study of Anne Frank and the Holocaust, and serves as a practical support for teachers to introduce this kind of discourse into the classroom. Classroom discourse influences future civic dialogue, and this article posits that welcoming faith-based rhetoric in schools, along with conversations that cause discomfort, holds the potential to prepare students for confident and considerate living in a pluralistic world. By engaging religious rhetoric, teachers explore the possibilities of welcoming all student voices, stepping back to encourage democratic dialogue, and empowering students for future civic life while developing rhetorical and listening skills that uphold the value of dissenting views.
{"title":"A Call for Action","authors":"Ginger Barnhart, E. Olan","doi":"10.1086/719215","DOIUrl":"https://doi.org/10.1086/719215","url":null,"abstract":"In this scholarly article, teacher researchers explore the disparity between modern classroom pedagogies and the almost complete absence of a key component of identity. It advocates for religious language inclusion, examines students’ religious engagement during the study of Anne Frank and the Holocaust, and serves as a practical support for teachers to introduce this kind of discourse into the classroom. Classroom discourse influences future civic dialogue, and this article posits that welcoming faith-based rhetoric in schools, along with conversations that cause discomfort, holds the potential to prepare students for confident and considerate living in a pluralistic world. By engaging religious rhetoric, teachers explore the possibilities of welcoming all student voices, stepping back to encourage democratic dialogue, and empowering students for future civic life while developing rhetorical and listening skills that uphold the value of dissenting views.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"175 - 194"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45975268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schools worldwide were forced to close in response to the COVID-19 pandemic. In Palestine, school closures forced the educational system to quickly transition from the traditional face-to-face teaching methods to remote teaching, which was a new experience and practice for many teachers, parents, and students. The situation was also worsened due to the ongoing conflict with the Israeli government. In this reflective article, the experiences and perspectives of stakeholders including teachers, students, and parents from the Qabatia Directorate Schools, West Bank, Palestine, were gathered using a series of questionnaires and interviews. The study focused on accessibility, preference, student-teacher-parent engagement, and knowledge improvement during the virtual learning experience. The sudden pivot to virtual learning was not well received by teachers, students, and parents alike. The major issues included accessibility to online technology, engagement between students, teachers, and parents, and overall readiness for a new learning pedagogy. The study found that remote learning can be more effective and successful if prompt planning and execution from the government, sufficient information technology training for teachers, availability of devices, internet accessibility, and additional support for low-income families can be addressed. Therefore, school authorities and decision makers should consider implementing changes that may improve the current realities of virtual learning.
{"title":"Teacher, Student, and Parent Experiences of Virtual Learning during the COVID-19 Pandemic in Palestine","authors":"M. Bzour, M. Mispan, F. M. Zuki","doi":"10.1086/719213","DOIUrl":"https://doi.org/10.1086/719213","url":null,"abstract":"Schools worldwide were forced to close in response to the COVID-19 pandemic. In Palestine, school closures forced the educational system to quickly transition from the traditional face-to-face teaching methods to remote teaching, which was a new experience and practice for many teachers, parents, and students. The situation was also worsened due to the ongoing conflict with the Israeli government. In this reflective article, the experiences and perspectives of stakeholders including teachers, students, and parents from the Qabatia Directorate Schools, West Bank, Palestine, were gathered using a series of questionnaires and interviews. The study focused on accessibility, preference, student-teacher-parent engagement, and knowledge improvement during the virtual learning experience. The sudden pivot to virtual learning was not well received by teachers, students, and parents alike. The major issues included accessibility to online technology, engagement between students, teachers, and parents, and overall readiness for a new learning pedagogy. The study found that remote learning can be more effective and successful if prompt planning and execution from the government, sufficient information technology training for teachers, availability of devices, internet accessibility, and additional support for low-income families can be addressed. Therefore, school authorities and decision makers should consider implementing changes that may improve the current realities of virtual learning.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"137 - 154"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42864686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raunak Chaudhari, Smriti Karanjit Manandhar, Bertram C. Bruce
At King’s College, Nepal, the “Integrated Course” is an experimental project-based learning program, which aims to integrate learning and action in the community with classroom-based education. Connecting classroom learning with the world beyond academia can increase motivation for students, provide familiar examples for study, open the classroom to a trove of resources, promote integration across subject areas, and facilitate transfer of learning. However, it is often challenging to make those connections, and the challenges became more acute during the COVID-19 lockdown. We discuss here the design and implementation of the course, including both positive outcomes and difficulties as well as the experiences of participants. In particular, we use both successes and failures of the course as a guide for understanding how this kind of educational reform can be accomplished.
{"title":"Realities of Implementing Community-Based Learning during Lockdown","authors":"Raunak Chaudhari, Smriti Karanjit Manandhar, Bertram C. Bruce","doi":"10.1086/719212","DOIUrl":"https://doi.org/10.1086/719212","url":null,"abstract":"At King’s College, Nepal, the “Integrated Course” is an experimental project-based learning program, which aims to integrate learning and action in the community with classroom-based education. Connecting classroom learning with the world beyond academia can increase motivation for students, provide familiar examples for study, open the classroom to a trove of resources, promote integration across subject areas, and facilitate transfer of learning. However, it is often challenging to make those connections, and the challenges became more acute during the COVID-19 lockdown. We discuss here the design and implementation of the course, including both positive outcomes and difficulties as well as the experiences of participants. In particular, we use both successes and failures of the course as a guide for understanding how this kind of educational reform can be accomplished.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"109 - 136"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44804195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
My good friend Gene Garver made a remark years ago that at fi rst seemed daunting and has since become a guide to ambiguity and choice: “ Opportunity and danger are the place of action. ” What ’ s daunting is the implication that action occurs at an intersection of forces, and beware the fool who is not mindful, like a pedestrian looking in only one direction when crossing the street. The fool may get across safely, but then again might not: the outcome may have more to do with the alertness of a good driver or the luck of a timely red light. The remark leads beyond caution to invitation: if we want to act responsibly, we need fi rst to respond to the fullness of the place we ’ re in. The place is formless until we choose to de fi ne it by paying attention, observing it in detail, drawing back from it to note context and circumstance, becoming mindful of what lies within and what shapes it from without. The place of action is a place in the world outside as well as a place in the mind. The act of paying attention draws us into this place, in some ways altering it: attention is a way of participating. When we participate, we establish a share in this place, and in this participation, we are both responding and becoming responsible. Opportunity and danger are the moral extremes of any choice we make. Awareness of these extremes makes us responsible for the action we take.
{"title":"Editor’s Introduction","authors":"Andy Kaplan","doi":"10.1086/719203","DOIUrl":"https://doi.org/10.1086/719203","url":null,"abstract":"My good friend Gene Garver made a remark years ago that at fi rst seemed daunting and has since become a guide to ambiguity and choice: “ Opportunity and danger are the place of action. ” What ’ s daunting is the implication that action occurs at an intersection of forces, and beware the fool who is not mindful, like a pedestrian looking in only one direction when crossing the street. The fool may get across safely, but then again might not: the outcome may have more to do with the alertness of a good driver or the luck of a timely red light. The remark leads beyond caution to invitation: if we want to act responsibly, we need fi rst to respond to the fullness of the place we ’ re in. The place is formless until we choose to de fi ne it by paying attention, observing it in detail, drawing back from it to note context and circumstance, becoming mindful of what lies within and what shapes it from without. The place of action is a place in the world outside as well as a place in the mind. The act of paying attention draws us into this place, in some ways altering it: attention is a way of participating. When we participate, we establish a share in this place, and in this participation, we are both responding and becoming responsible. Opportunity and danger are the moral extremes of any choice we make. Awareness of these extremes makes us responsible for the action we take.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"1 - 9"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When I learned of Pat’s passing, alongside grief and shock, the first thing I thought of was a moment when she reluctantly autographed my copy of her book Starting Strong. Then I began to make a list of everything that came to mind when I thought of Pat or that I associated with her. What emerged is “Patricia Carini: A List Poem.”
{"title":"Patricia Carini","authors":"Charles B. Ragland","doi":"10.1086/719206","DOIUrl":"https://doi.org/10.1086/719206","url":null,"abstract":"When I learned of Pat’s passing, alongside grief and shock, the first thing I thought of was a moment when she reluctantly autographed my copy of her book Starting Strong. Then I began to make a list of everything that came to mind when I thought of Pat or that I associated with her. What emerged is “Patricia Carini: A List Poem.”","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"17 - 17"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46248781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As a three-year-old, Margaret Katch told stories about princesses in Vivian Paley’s classroom. Now deep into adulthood, she reflects on how acting out these stories as a preschooler influenced her life.
{"title":"Princesses, Purple Dresses, and Pretending","authors":"Margaret Katch","doi":"10.1086/716624","DOIUrl":"https://doi.org/10.1086/716624","url":null,"abstract":"As a three-year-old, Margaret Katch told stories about princesses in Vivian Paley’s classroom. Now deep into adulthood, she reflects on how acting out these stories as a preschooler influenced her life.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"271 - 272"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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