Beyond ‘Boring, Meaningless Shit’ in the Academy: Early Childhood Teacher Educators under the Regulatory Gaze

2003 ◽  
Vol 4 (1) ◽  
pp. 3-31 ◽  
Author(s):  
Sue Novinger ◽  
Leigh O'Brien
Keyword(s):  
New York ◽  
Early Childhood ◽  
Teacher Educators ◽  
New York State ◽  
National Standards ◽  
Early Childhood Teacher ◽  
York State Department ◽  
National Council ◽  
The Usa ◽  
Standards Movement

In the USA, many young children are being subjected to a largely irrelevant, fragmented, meaningless curriculum in the name of school reform and meeting state and/or national standards; it is the authors' view that teacher educators also increasingly have to endure the same. The authors use their own recent experiences with licensing and accrediting bodies, the New York State Department of Education and the National Council for Accreditation of Teacher Education respectively, to argue that everyone is being subjected to a disempowering, regulatory (and potentially punitive) gaze in the name of higher standards. Drawing on their own and others' stories, they raise some issues to ponder, as well as posit possible courses of action linked to the notion of teachers as social justice activists. They address why resistance to the standards movement is so crucial, and share their ideas regarding the forms their resistance has taken and might take in the future. They try to articulate a hopeful path of possibility despite the very real costs that challenging the nearly monolithic power structure brings, and encourage other early childhood teacher educators to join in resisting the ‘regulatory gaze’.

Building Higher Education Community

2020 ◽  
pp. 202-225
Author(s):  
Dawn L. Mollenkopf ◽  
Melanie K. Felton ◽  
Anne Karabon ◽  
Sara A. Westerlin
Keyword(s):  
Early Childhood ◽  
Distributed Leadership ◽  
Teacher Educators ◽  
Core Competencies ◽  
Phase 1 ◽  
Early Childhood Educators ◽  
National Standards ◽  
Early Childhood Teacher ◽  
Unified Framework ◽  
Formal Network

Hierarchical leadership models are not well matched to the early childhood field, which is a complex, diverse system where early childhood educators serve in multiple dynamic roles. Distributed leadership, which involves collaboration, inclusive engagement, and shared problem-solving, typifies efforts of leaders who advocate and work toward systemic change. This chapter explains how early childhood teacher educators used distributed leadership to push for statewide changes that removed barriers to degree completion for early childhood educators. In Phase 1, educators used a shared set of competencies and a common course system to improve articulation agreements between two- and four-year colleges. In Phase 2, educators expanded, revised, and delineated core competencies from national standards (NAEYC, CEC, DEC) to inform state endorsements. In Phase 3, educators built an inclusive, formal network to lay a foundation for a statewide articulation agreement system that will incorporate the Power to Profession's unified framework and standards.

Collaborative practices of New York state early childhood school psychologists

2003 ◽  
Author(s):  
Florence Rubinson ◽  
Karyn A. Sweeny ◽  
Barbara A. Mowder ◽  
K. Mark Sossin
Keyword(s):  
New York ◽  
Early Childhood ◽  
School Psychologists ◽  
New York State ◽  
Collaborative Practices ◽  
York State

New Paradigm for State Department of Transportation Environmental Initiatives: New York State’s Guidelines and Procedures

2000 ◽  
Vol 1702 (1) ◽  
pp. 92-96 ◽  
Author(s):  
Gary McVoy ◽  
Mark Sengenberger ◽  
Elizabeth Novak
Keyword(s):  
New York ◽  
New York State ◽  
Cost Effective ◽  
State Department ◽  
Regulatory Compliance ◽  
Environmental Benefits ◽  
Environmental Damage ◽  
York State Department ◽  
Department Of Transportation ◽  
New Paradigm

Public-works agencies have an obligation to enhance the environment as opportunities arise. The New York State Department of Transportation (NYSDOT) has developed an environmental initiative to make an affirmative contribution to the environment, using the department’s organizational strengths. The environmental initiative is a paradigm shift applicable to all departments of transportation (DOTs). Conventional reactive regulatory compliance can reduce unnecessary environmental damage and sometimes gain grudging regulatory agency cooperation; however, it is not a positive, satisfying way of doing the people’s work. Through proactive steps, NYSDOT has become an important part of the state’s environmental solution (often at little or no additional cost) and has changed its working relationships with environmental agencies and groups. As these agencies and groups have become partners, instead of adversaries, permit-approval times have improved, mitigation costs have declined, morale has improved, and cost-effective environmental benefits are being realized. Procedures are outlined to apply the engineering capabilities of a DOT to the environmental-stewardship responsibilities shared by all governmental organizations.

scholarly journals Response of an Obstetric Unit during the Coronavirus Disease of 2019 (COVID-19) Pandemic: Experiences from a Tertiary Care Center

2020 ◽  
Vol 10 (03) ◽  
pp. e281-e287
Author(s):  
Sangeeta Kumaraswami ◽  
Tana S. Pradhan ◽  
Sorana Vrabie-Wolf ◽  
Sadaf Lodhi ◽  
Geetha P. Rajendran ◽  
...  
Keyword(s):  
New York ◽  
Care Center ◽  
Tertiary Care ◽  
New York State ◽  
York State Department ◽  
Obstetrical Care ◽  
Expert Opinions ◽  
Department Of Health ◽  
Delivery Unit ◽  
Westchester County

Abstract Objective To describe our experiences in preparing our obstetric unit in Westchester County, New York, during the COVID-19 (coronavirus disease of 2019) pandemic. We focus on describing our timeline, continuously evolving actions, observations, and challenges. Methods With guidance from the New York State Department of Health (NYSDOH), our institutional epidemiologist, and key multidisciplinary faculty members, we evaluated emerging national data as well as expert opinions to identify issues and challenges to create action plans. Results We created and modified policies for our patients presenting for obstetrical care on the labor and delivery unit to accommodate their unique needs during this pandemic. Conclusion The COVID-19 pandemic has posed many unique challenges. Balancing communication, risks of infection to providers, patient autonomy and rights, and resources for testing and personal protective equipment were among the valuable lessons learnt. We have shared our experiences and described our observations and challenges in Westchester County, New York.

Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

2018 ◽  
Vol 19 (2) ◽  
pp. 199-205
Author(s):  
Samara Madrid Akpovo ◽  
Lydiah Nganga
Keyword(s):  
Early Childhood ◽  
Intercultural Competence ◽  
Teacher Educators ◽  
Field Experiences ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Majority World ◽  
Early Childhood Professional ◽  
Childhood Professional

This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

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