Dr. Martha Adler - AERA Presentation
A Case Study of Undergraduates Developing Understandings While Learning, Working, and Creating Relationships Across Cultures
This is a case study of a university summer program where 15 undergraduates spent four weeks working with Mexican teachers tutoring in English and a local NGO building a house for a family of twelve. Students were engaged in authentic activities designed to develop cultural awareness—of themselves, each other and our Mexican hosts. Living and working outside their comfort zones, they gained understandings of literacy development, dual language literacy, Mexican culture, and poverty. The opportunities to experience new cultures and to interact with children in poverty and their families revealed that the students also gained understandings that allow them to examine related issues within their own communities and the U. S. through a more nuanced and informed lens.This is a case study of a university summer program where 15 undergraduates spent four weeks working with Mexican teachers tutoring in English and a local NGO building a house for a family of twelve. Students were engaged in authentic activities designed to develop cultural awareness—of themselves, each other and our Mexican hosts. Living and working outside their comfort zones, they gained understandings of literacy development, dual language literacy, Mexican culture, and poverty. The opportunities to experience new cultures and to interact with children in poverty and their families revealed that the students also gained understandings that allow them to examine related issues within their own communities and the U. S. through a more nuanced and informed lens.
For more information on Dr. Adler's research please view her faculty biography.
Dr. Kirsten Dara Hill - AERA Presentation
Urban Parents' Perspectives on Organized School Visits to Inform Advocacy and School Choice in an Underserved School District
This ethnographic case study
examined the perspectives of parent participants in an organized parent group
in Detroit seeking the best school options for their children entering
Kindergarten. Their residency and
school choices have emerged against the grain of public schools that have
racially charged histories and decades of residential mobility trends. Interviews and surveys examined parents’
perspectives for 1) fulfilling school and community linkages with city schools
2) impressions of school visits and 3) expectations for curriculum. This study documented the group’s first
year. During this time, school choices have been informed by information sharing of documentation gathered
from organized daytime school visits with a school evaluation checklist, which
outlined the groups’ desired school criteria.
Findings revealed participants’ preferences for schools that are
connected to the community, positive impressions of school visits, and
expectations for project and inquiry based curriculum.
What Urban Parents Want: A Parent Group's Negotiation of Schooling Options in an Underserved School District
This community-based,
participatory action research study examined the outcomes of parent
participation in an organized parent group in Detroit seeking the best school
options for their children entering Kindergarten. Examined during the group’s first year are
ways in which the parent group collaborated and organized meetings and daytime
public, private, and charter school visits to inform their school choices. Surveys, interviews, and field notes examined
parents’ preferences and expectations for school traits, across public, private
and charter school entities. Documentation in school evaluation checklists
examined the landscape of parents’ preferred schools, particularly factors that
satisfied parents’ expectations. Findings revealed a variety of high performing
schools that satisfied parents’ criteria, including child-centered practices, strong
parent leadership, and a safe school atmosphere.
Dr. Seong Hong - AERA Presentation
Emergent Curriculum-Cycle of Inquiry (EC-COI): A Conceptual Model for Emergent Curriculum Operationalized through Planning Artifacts
Based on thinking practices like interpreting observational data and planning close to children's thinking, emergent curriculum has an anecdotal history of success yet it is difficult to describe, teach, and study (Gandini & Goldhaber, 2001;Wein, 2008). The one study of the approach and child outcomes is limited by the varied descriptions of philosophy and practice in each school (Mardell & Carbona, 2013). This paper presents the Cycle of Inquiry (COI) planning model, organizing our conceptualization of emergent curricular planning practices as cognitive behaviors and locates visible products of these in five COI planning forms. W e present a first-draft rubric assessing how planning practices follow the model and we report on a small-scale study of measurement properties of this rubric. 
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