John T. Gorman Foundation的动态

Last week, Tia Henteleff highlighted a research study during her ISACS session that I first received from a friend/mentor/professor I had during my master’s program at U of M. Having worked closely with Porter-Leath Head Start in Memphis, this topic is particularly meaningful to me, for a lot of reasons. Dale Farran's decade-long study of pre-k programs in Tennessee reveals surprising findings: while pre-k attendees initially show better readiness, they face more challenges by sixth grade. This research urges us to rethink early education, especially for low-income families. Instead of emphasizing basic skills through structured learning, Farran advocates for play-based methods that higher-income families often prefer. These approaches may lead to better long-term outcomes by fostering creativity and critical thinking. This emphasized the need for flexibility in teaching and questioned the assumption that standard teacher certifications ensure quality. It's a call to action for educators and policymakers to innovate and adapt. Let’s continue discussing how to implement these insights for more effective and inclusive early education systems.?

The Inclusive Higher Education Accreditation Council is an accrediting agency for college and university programs for students with intellectual disability. This Spring, IHEAC released the Guide to Accreditation for Higher Education Programs for Students with Intellectual Disability. This guide explains everything you need to know about program accreditation. https://buff.ly/3QXS8zj #ThinkCollege #IHEAC #ProgramAccreditation #ChangingExpectations #IncreasingOpportunities [ID: Orange backgound with blue cover of The 2024 Guide to Accreditation for Higher Education Programs for Students with Intellectual Disability. "Learn all about program accreditation and get your questions answered in this new guide: what is accreditation? how does the accreditation process work? what are the accreditation standards? what does it mean if a program is accredited?" The IHEA Council logo is in the lower left.]

My article, “Cripping the Story of Overcoming: An Analysis of the Discourses and Practices of Self-Regulation in Early Childhood Education and Care (ECEC)” with Maria Karmiris is now publicly available in the special issue of Studies in Social Justice, “Activism, Resistance and Presence: Exploring Disabled Children's Childhood Studies in Canada” edited by Chelsea Temple Jones, Abneet Atwal & Joanne Weber. Check out the whole wonderful edited issue! https://lnkd.in/ecyRNewM

Learn how the concept of Funds of Knowledge can be used as an underpinning framework to support inclusive practice in culturally diverse early childhood settings in this blog from University of the West of England: https://ow.ly/BHH550SoheS

I have had the pleasure of following and learning from Professor Barnett's work at Rutgers' National Institute for Early Education Research (NIEER), which was instrumental in evaluating for states the (now) standard quality rating improvement system (QRIS), which in Ohio is called Step Up To Quality (SUTQ), a five-point gradient star system. For publicly funded child care (PFCC) programs that have achieved a 3-star rating or above, they are generally considered "high-quality". The 1- and 2-star programs are still above state minimum requirements and within the QRIS, they have a quality vision to improve to the next level, thus making this system a continuous improvement program for both leaders/directors and its workforce. if you wish to dive deeper into NIEER's program evaluations and better understand indicators and program impacts, see the link below provided by Professor Barnett. #NIEER #ProgramEvaluation #ECE

Approximately 7.5 million students with disabilities are eligible to receive special education. But more than half of all public schools in the nation are missing the teachers they need to serve them. The severe shortage of teachers makes it difficult for schools to meaningfully deliver the legally-mandated services students with disabilities need and deserve. EdResearch for Action’s new brief examines the reasons behind the special education staffing crisis and proven solutions that state and district leaders can use to ensure students with disabilities receive effective educational support. In the brief, co-authors Elizabeth Bettini (Boston University Wheelock College of Education & Human Development) and Allison Gilmour (American Institutes for Research) draw on their experiences as special education researchers and former special education teachers to offer practical short- and long-term strategies for addressing staffing shortages, including: ?? Offering financial incentives to teachers certified in special education to move into those roles. ?? Providing special education teachers with more planning time and professional development opportunities, smaller caseloads, and better access to resources. ?? Training paraeducators to deliver highly structured, evidence-based interventions to students with disabilities. ?? Partnering with local teacher preparation programs to align student teaching experiences with district needs. ?? Read the brief here: https://lnkd.in/gfDUivYE Results for America

Do you know what is going on in Minnesota to increase opportunities for people with intellectual disabilities to gain college experience & degrees? Read or listen all about it at mprnews.org! Image Descriptions 1 - New center aims to help people with an intellectual disability get college degrees in Minnesota 2 - Inclusive higher education calls for students with an intellectual disability to have ’the same rights, privileges, experiences and outcomes’ as nondisabled students, for an experience ‘resulting in a meaningful credential.’ That means access to the same fields of study, degree programs, housing options, campus activities, etc. 3 - “Some people do not believe individuals with an intellectual disability can learn or go to college... They are wrong,” - Jean Hauff 4 - In May, Minnesota colleges will be able to apply for money to make higher education more accessible. The Minnesota Inclusive Higher Education Consortium is holding sessions to prepare colleges and universities. 5 - Go to mprnews.org to read or listen more!

Public schools in the U.S. are tasked with preparing students for higher education, the workforce, and community life—supporting their overall development. Teachers are key to this mission. To inform effective policies, researchers from American Institutes for Research's Center on Advancing Measurement and Assessment analyzed survey data from a nationally representative sample of K-12 teachers via RAND’s American Teacher Panel. The survey focused on culturally responsive practices, civic learning, and social and emotional learning. The key findings are included in a series of briefs, Supporting Whole-Child Development: https://lnkd.in/gZ4tZeCF??#Education #TeacherVoices

Excited to have been part of an impactful panel discussion on "Youth and Transformative Justice: Empowering the Next Generation" alongside Mr. Kwarteng Samuel Owusu, President of GHASAI, and Shalom Manamela, Founder of PAN African Initiatives. We focused on whether traditional educational systems support the advancement of transformative justice, sharing insights on how education can be a powerful tool for change. It was an enriching experience, and I'm grateful for the opportunity to exchange ideas on empowering youth to create a more just and inclusive society. Here are some key takeaways: Critical Thinking and Empowerment: Traditional education should go beyond rote learning, instilling critical thinking skills that empower students to question injustices and engage meaningfully with social issues. Youth as Change Agents: The importance of positioning youth as active contributors, not passive recipients. When given a voice, young people have the potential to lead transformative justice efforts and inspire broader societal change. Community-Based Learning which fosters a sense of responsibility and helps students better understand the social dynamics affecting justice, making learning more relevant and action-oriented. Mental Health and Support Systems: Recognizing that emotional well-being and mental health support are essential for students. A supportive environment enhances students’ capacity to contribute positively to transformative justice. Being part of this discussion reinforced the power of education in shaping a just future and inspired us to continue advocating for meaningful changes in our systems.??????

A?Progressive Vision for Education in the 21st Century https://lnkd.in/g5UsuUz3