Candidate Search Events

Come participate in the selection of the next professor for TECS

Meet Ysaaca Axelrod, candidate for

Assistant Professor, Tenure Track,

Primary Education (Grades K-2) Child Development

Monday, November 25 

Job Talk - 4:00 -  Furcolo 219

¿Tu te acuerdas de ganchulinas?”:Longitudinal research with young emergent bilinguals

This talk discusses data from an ethnographic case-study of young Latino children starting as 4-year-olds in a Head Start classroom through their first grade year in a dual-language program in a public school.  The children attended a bilingual Head Start program that followed a play-based curriculum and focused on the socio-emotional development of the children. The flexibility of the curriculum in this setting allowed time and space for the children to play and develop at their own pace, positioning them as knowers and learners. The children then moved into a public school setting with a narrow “literacy focused” curriculum, with strict boundaries established between languages and a narrower definition of what “counts” as literacy. In spite of this, these children continued to draw on their linguistic resources, making space for play and developing their identities as multilingual children in ways that are often not captured by the curriculum, but are visible to those who seek to listen to the children and see their strengths and growth over time. 

Graduate Student Open Forum - 10-10:45 - Furcolo 100

Candidate Search Events!!

Come participate in the selection of the next professor for TECS

Meet Alissa Lange, candidate for

Assistant Professor, Tenure Track,

Primary Education (Grades K-2) Child Development

Job Talk: 

Thursday, November 14, 1:30 @ Marks Meadow 128

Title: Improving early STEM education for children through research-based programs, professional development, and home-school-community connections

Early math and science skills are strong predictors of later academic success (Duncan et al., 2007; Grissmer et al., 2010). However, U.S. children fare worse than children from many other comparable countries on international comparisons of math achievement (Mullis et al., 2000; National Mathematics Advisory Panel, 2008). In addition, there are significant achievement gaps in subjects such as math and science between children who are members of groups considered of at-risk for lack of school readiness (e.g., dual-language learners) versus those who are not members of these groups (National Research Council, 2009; Sarama & Clements, 2009). Unfortunately, early childhood teachers are generally not well prepared to teach young children early science and math (Buxton, Lee, & Santau, 2008), and lack the confidence to do so (Copley & Padrón, 1999; Greenfield, Jirout, Dominguez, Greenberg, Maier, & Fuccillo, 2009). Fortunately, high quality programs and practices can make a difference. This presentation will outline our recent efforts to improve early STEM education, such as those to positively impact math outcomes for young children at-risk for lack of school readiness, to improve the quality of STEM teaching within the early childhood workforce, and to connect school, home, and community environments around early learning goals. These studies emphasize research-based approaches, highlight the value of linking content areas (e.g., math and language), and take the perspective that STEM can be enjoyable and accessible for all young children, and that teachers and families play a powerful role in children's development of these important skills.

Graduate Student Round Table:

Friday, November 15, 11:00-12:00 @ Furcolo 219