M. Allen, Erin D. Arnold, Richard E. Carroll, Matthew B. Freze, Daniel W. Parson, Shawna M. Mattson, Martha C Inouye
It is rare when a group of teachers gets to embark on a sustained, collaborative journey together to transform their teaching. It is even rarer that this group gets to reflect on this work and take a step back to appreciate the triumphs of their toils. In this article, six science educators share their reflections on how a journey of sustained professional development and continued collaboration has changed their teaching and their relationships and left them unable to return to their former ways. What began as three one-day workshops with science education professional development facilitators over a four-month period became a three-year journey of sustained support, in which a collaboration between university faculty and high school science teachers transformed how the teachers approached instruction and how the students engaged in learning.
{"title":"An Unexpected Journey","authors":"M. Allen, Erin D. Arnold, Richard E. Carroll, Matthew B. Freze, Daniel W. Parson, Shawna M. Mattson, Martha C Inouye","doi":"10.1086/716627","DOIUrl":"https://doi.org/10.1086/716627","url":null,"abstract":"It is rare when a group of teachers gets to embark on a sustained, collaborative journey together to transform their teaching. It is even rarer that this group gets to reflect on this work and take a step back to appreciate the triumphs of their toils. In this article, six science educators share their reflections on how a journey of sustained professional development and continued collaboration has changed their teaching and their relationships and left them unable to return to their former ways. What began as three one-day workshops with science education professional development facilitators over a four-month period became a three-year journey of sustained support, in which a collaboration between university faculty and high school science teachers transformed how the teachers approached instruction and how the students engaged in learning.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"301 - 323"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44166053","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 is based on a teacher’s journey over the years with her mentor. She highlights her personal and professional relationship through anecdotes and conversations. The article focuses on the year she cotaught with Vivian Gussin Paley and shares her experiences in the classroom and the lessons she learned during that year. The article discusses Mrs. Paley’s keen sense of observation, her unique approach to teaching, and her commitment to understand the minds of the children through their play and their stories.
{"title":"Lifelong Lessons with Vivian Gussin Paley","authors":"Nisha Ruparel-Sen","doi":"10.1086/716619","DOIUrl":"https://doi.org/10.1086/716619","url":null,"abstract":"This article is based on a teacher’s journey over the years with her mentor. She highlights her personal and professional relationship through anecdotes and conversations. The article focuses on the year she cotaught with Vivian Gussin Paley and shares her experiences in the classroom and the lessons she learned during that year. The article discusses Mrs. Paley’s keen sense of observation, her unique approach to teaching, and her commitment to understand the minds of the children through their play and their stories.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"226 - 231"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45529546","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}
“Pieces of Magic” is a letter examining the three coincidences that resulted in a 20-year friendship between UK-based Trisha Lee (author of Princesses, Dragons and Helicopter Stories) and Chicago-based Vivian Gussin Paley. From letters to meeting face to face in both the United States and the United Kingdom, Trisha talks about the many light-bulb moments that changed her practice forever as she watched, time and time again, how Vivian responded to the outsider. This letter is a tribute to the life of a friend and mentor. And so the story goes on.
{"title":"Pieces of Magic","authors":"Trisha Lee","doi":"10.1086/716622","DOIUrl":"https://doi.org/10.1086/716622","url":null,"abstract":"“Pieces of Magic” is a letter examining the three coincidences that resulted in a 20-year friendship between UK-based Trisha Lee (author of Princesses, Dragons and Helicopter Stories) and Chicago-based Vivian Gussin Paley. From letters to meeting face to face in both the United States and the United Kingdom, Trisha talks about the many light-bulb moments that changed her practice forever as she watched, time and time again, how Vivian responded to the outsider. This letter is a tribute to the life of a friend and mentor. And so the story goes on.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"260 - 266"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43314978","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}
The guest editor of the Schools symposium in honor of Vivian Gussin Paley was drawn to Paley’s work as a reader of Paley’s books about the dynamics of play in the classroom. Paley’s writings have invigorated and inspired Hirsch, who edited the pieces in this symposium with profound gratitude.
{"title":"Symposium Introduction","authors":"M. Hirsch","doi":"10.1086/716606","DOIUrl":"https://doi.org/10.1086/716606","url":null,"abstract":"The guest editor of the Schools symposium in honor of Vivian Gussin Paley was drawn to Paley’s work as a reader of Paley’s books about the dynamics of play in the classroom. Paley’s writings have invigorated and inspired Hirsch, who edited the pieces in this symposium with profound gratitude.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"197 - 198"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43453017","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}
{"title":"Miriam Hirsch. Teach Like a Human: Essays for Parents and Teachers. Lanham, MD: Rowman & Littlefield, 2020. 93 pp. $30.00.","authors":"M. J. Singer","doi":"10.1086/716629","DOIUrl":"https://doi.org/10.1086/716629","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47082851","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}
Vivian Gussin Paley was a gifted peacemaker in the classroom and in her world of family, friends, and colleagues. She deeply respected the thinking of each one and intently listened to the words of those surrounding her. She had the innate ability to make a disruptive situation peaceful and ultimately a learning situation. Her daughter-in-law shares observations of Vivian as peacemaker, mother, and mentor.
{"title":"Blessed Are the Peacemakers","authors":"J. Paley","doi":"10.1086/716623","DOIUrl":"https://doi.org/10.1086/716623","url":null,"abstract":"Vivian Gussin Paley was a gifted peacemaker in the classroom and in her world of family, friends, and colleagues. She deeply respected the thinking of each one and intently listened to the words of those surrounding her. She had the innate ability to make a disruptive situation peaceful and ultimately a learning situation. Her daughter-in-law shares observations of Vivian as peacemaker, mother, and mentor.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"267 - 270"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45240999","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 young teacher, Jane Katch was mentored by Vivian Paley. Katch watched how Paley turned puzzling issues into exciting explorations. Later in her own class, Katch became intrigued by the violent imaginative games that a group of boys were playing. Following Paley’s example, Katch immersed herself in trying to examine the play rather than to prohibit it summarily. By helping her young students clarify how they felt about their games and then come up with rules for their own security, she enabled them to express their feelings to others and to make compromises that would facilitate safe and joyful play.
{"title":"Who’s Afraid of the Bad Guys?","authors":"Jane Katch","doi":"10.1086/716608","DOIUrl":"https://doi.org/10.1086/716608","url":null,"abstract":"As a young teacher, Jane Katch was mentored by Vivian Paley. Katch watched how Paley turned puzzling issues into exciting explorations. Later in her own class, Katch became intrigued by the violent imaginative games that a group of boys were playing. Following Paley’s example, Katch immersed herself in trying to examine the play rather than to prohibit it summarily. By helping her young students clarify how they felt about their games and then come up with rules for their own security, she enabled them to express their feelings to others and to make compromises that would facilitate safe and joyful play.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"218 - 225"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49081652","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}
We first experience the joy and necessity of belonging to a world beyond the family as we take roles in one another’s imaginative play. Together we are inventing new communities, in which matters of friendships, fairness, and fantasy are accessible to all.
{"title":"The Importance of Make Believe","authors":"V. Paley","doi":"10.1086/716605","DOIUrl":"https://doi.org/10.1086/716605","url":null,"abstract":"We first experience the joy and necessity of belonging to a world beyond the family as we take roles in one another’s imaginative play. Together we are inventing new communities, in which matters of friendships, fairness, and fantasy are accessible to all.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"186 - 196"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49533318","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 is a chronological description of the author’s growth as a teacher, through both her direct experiences with Vivian Paley and the years of their correspondence. Mrs. Paley’s qualities as a human being, directly translated into her role as a classroom teacher, are shown to be powerful influences on the author’s own development. The teaching practices of storytelling and acting, support of fantasy play, group discussion for problem-solving and discussion of ideas, emphasis on quality read-aloud literature, and inclusive play are emphasized as inspirations for the author. These practices were carried into the author’s own classrooms and shared with colleagues throughout her career. The author celebrates Vivian Paley as the most important mentor for her as a classroom teacher and program director.
{"title":"My Teacher","authors":"Sarah Sivright","doi":"10.1086/716620","DOIUrl":"https://doi.org/10.1086/716620","url":null,"abstract":"This article is a chronological description of the author’s growth as a teacher, through both her direct experiences with Vivian Paley and the years of their correspondence. Mrs. Paley’s qualities as a human being, directly translated into her role as a classroom teacher, are shown to be powerful influences on the author’s own development. The teaching practices of storytelling and acting, support of fantasy play, group discussion for problem-solving and discussion of ideas, emphasis on quality read-aloud literature, and inclusive play are emphasized as inspirations for the author. These practices were carried into the author’s own classrooms and shared with colleagues throughout her career. The author celebrates Vivian Paley as the most important mentor for her as a classroom teacher and program director.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"232 - 243"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422205","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}
Whether or not to stay in a difficult and stressful job is not always a choice for school site leaders, but when it is, it can be an agonizing decision process. In this article, the author examines her own process of leaving a site principal position over the course of two years, specifically describing the reflective pattern of using particular moments over the course of time to help answer the question of whether to stay or leave. In the course of this decision, the author also reflects on the nature and sustainability of the expectations for site leaders, the guilt associated with taking steps to care for oneself, and the bittersweet nature of leaving a beloved but challenging role.
{"title":"A Long Decision to Leave","authors":"Erin Schweng","doi":"10.1086/713610","DOIUrl":"https://doi.org/10.1086/713610","url":null,"abstract":"Whether or not to stay in a difficult and stressful job is not always a choice for school site leaders, but when it is, it can be an agonizing decision process. In this article, the author examines her own process of leaving a site principal position over the course of two years, specifically describing the reflective pattern of using particular moments over the course of time to help answer the question of whether to stay or leave. In the course of this decision, the author also reflects on the nature and sustainability of the expectations for site leaders, the guilt associated with taking steps to care for oneself, and the bittersweet nature of leaving a beloved but challenging role.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"18 1","pages":"43 - 49"},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/713610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433569","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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