Böcker utgivna av Teachers' College Press

What might it mean for young children with disabilities to experience freedom and belonging from their earliest moments in school? This volume provides an in-depth discussion and analysis of how critical perspectives on disability can inform our work with children, families, and teachers in early childhood settings. Thirty international contributors center disability and prioritize children's perspectives across a variety of contexts, including Head Start, community-based centers, public school classrooms, and home visiting. This one-of-a-kind book argues that a focus on disability and ableism is necessary for countering traditional developmental perspectives and oppressive notions of "normalcy" to cultivate freedom and belonging for marginalized young children. Chapter topics include: Histories and contexts of ableism in early childhood. Affirming and supporting positive disability identity in early childhood. Creating interdependence and relationships of support with and between children in early care settings. Recognizing children's varied socio-emotional expressions as legitimate. Children's expansive, multilingual, and multimodal meaning-making in the context of standardized academic goals. Honoring marginalized families' priorities, engagement strategies, and meaningful resistance. Integrating Indigenous, Black feminist, and/or disability justice perspectives in teacher education.

What might it mean for young children with disabilities to experience freedom and belonging from their earliest moments in school? This volume provides an in-depth discussion and analysis of how critical perspectives on disability can inform our work with children, families, and teachers in early childhood settings. Thirty international contributors center disability and prioritize children's perspectives across a variety of contexts, including Head Start, community-based centers, public school classrooms, and home visiting. This one-of-a-kind book argues that a focus on disability and ableism is necessary for countering traditional developmental perspectives and oppressive notions of "normalcy" to cultivate freedom and belonging for marginalized young children. Chapter topics include: Histories and contexts of ableism in early childhood. Affirming and supporting positive disability identity in early childhood. Creating interdependence and relationships of support with and between children in early care settings. Recognizing children's varied socio-emotional expressions as legitimate. Children's expansive, multilingual, and multimodal meaning-making in the context of standardized academic goals. Honoring marginalized families' priorities, engagement strategies, and meaningful resistance. Integrating Indigenous, Black feminist, and/or disability justice perspectives in teacher education.

The introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI's impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. This volume focuses on the implications of AI technology for teachers in K-12 and university settings, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. Scholars specializing in the field of social studies education provide information and practical ideas for teaching with current technology, alongside frameworks for thinking about future iterations of AI. This book fills a critical need, especially among educators, to consider the current and potential future impacts of AI while avoiding the traps of alarmism or techno-utopianism. Whether skeptical or enthusiastic about AI, every social studies educator will find something useful to their practice in this book. Book Features: First-ever compilation of AI considerations and strategies in the context of social studies education Nontechnical explanations of what AI can do (and not do) in practical educational contexts to enable educators to approach its use with careful judgment Advice for educators to help them assess future iterations of AI technology Critical considerations of AI across multiple contexts (e.g., ethics, equity, multilingual learners, cybersecurity) Work from leaders in technology and social studies education across Canada and the United States

This powerful resource is for researchers and educational leaders who are interested in understanding and applying research methods that emphasize youth voice. The authors argue that most educational research either omits critical understandings of youth or, even worse, presents inaccuracies due to faulty techniques. Researching how youth experience their schools and communities requires specific conceptual tools that address researcher bias, power dynamics, and the contextual considerations that impact meaning-making processes. Responding to these issues, the authors present the Student Voice Research Framework--an approach that both novice and advanced researchers can use to address assumptions and overcome bias as they engage with youth. Readers are provided with clear steps for implementing the framework, as well as examples of how some of the most innovative qualitative and quantitative researchers in the world are using it. The text includes numerous interview, survey, and other protocols with strategies that researchers can use immediately or adapt for their own studies. This comprehensive volume is a must-have for anyone doing research about and with youth. Book Features: Guidance for addressing persistent problems of bias in educational inquiry to better engage in study about and with students. Examination of student voice research as its own field with its own typologies and research questions. Chapters highlighting innovative qualitative and quantitative research methods and strategies with ready-to-use protocols and other tools. A forward-looking conversation about social justice and what democracy could look like in schools. A toolkit of research methods and school change processes to address difficult questions in education.

This powerful resource is for researchers and educational leaders who are interested in understanding and applying research methods that emphasize youth voice. The authors argue that most educational research either omits critical understandings of youth or, even worse, presents inaccuracies due to faulty techniques. Researching how youth experience their schools and communities requires specific conceptual tools that address researcher bias, power dynamics, and the contextual considerations that impact meaning-making processes. Responding to these issues, the authors present the Student Voice Research Framework--an approach that both novice and advanced researchers can use to address assumptions and overcome bias as they engage with youth. Readers are provided with clear steps for implementing the framework, as well as examples of how some of the most innovative qualitative and quantitative researchers in the world are using it. The text includes numerous interview, survey, and other protocols with strategies that researchers can use immediately or adapt for their own studies. This comprehensive volume is a must-have for anyone doing research about and with youth. Book Features: Guidance for addressing persistent problems of bias in educational inquiry to better engage in study about and with students. Examination of student voice research as its own field with its own typologies and research questions. Chapters highlighting innovative qualitative and quantitative research methods and strategies with ready-to-use protocols and other tools. A forward-looking conversation about social justice and what democracy could look like in schools. A toolkit of research methods and school change processes to address difficult questions in education.