ethanporcaro/eric-fulltext-meta huggingface dataset:
Seeking Stability in Chicago: School Actions, (C)overt Forms of Racial Injustice, and the Slow Violence of Neoliberal Rationality
Author: Aviles, Ann M.
Date: 2017-06-05
Type: Journal Articles
Subjects: Urban Schools,Neoliberalism,Public Schools,School Closing,Critical Theory,Race,Low Income Students,African American Students,Homeless People,Interviews,Content Analysis,Court Litigation,Educational Policy,Equal Education,Federal Legislation,Qualitative Research,Racial Discrimination

During the 2012-13 school year, Chicago Public Schools (CPS) reported 18,669 students were enrolled in the Students in Temporary Living Situations (STLS) program. In this paper, we seek to discuss school closings in relationship to their impact on poor, unstably housed, black students in Chicago. Critical race theory (CRT) constructs of (1) whiteness as property (Harris, 1995), (2) racial realism (Bell, 1992; Buras, 2013), and (3) white supremacy as education policy (Donnor, 2013; Gillborn, 2005) will be the frames in which we situate and analyze the school actions that have resulted in the recent closure/consolidation of 49 Chicago Public Schools (CPS). We contend that these constructs related to race, when mixed with neoliberal rationality (Brown, 2015) conspire to foster disastrous school policy that unduly impacts vulnerable populations and dedemocratizes Chicago in profound ways. For this project, the CPS STLS program manager overseeing STLS transitions during the 2012-13/2013-14 school actions, and civil rights lawyers-advocates who have spent over two decades working to enforce McKinney-Vento implementation in CPS were interviewed. Document analysis of court records regarding three cases through which the Chicago Public Schools were named as Defendants in litigation brought forth by families (parents and students) impacted by CPS' school actions; Chicago Teacher's Union data and IL General Assembly's Chicago Educational Facilities Task Force were completed. Findings reveal in order to promote equitable, and effective education policy for students of color experiencing housing instability means working against white supremacy and slow violence found throughout the US and world.
Neoliberalism, Resistance, and Self-Limiting Language
Author: Lubienski, Christopher
Date: 2017-06-05
Type: Journal Articles
Subjects: Neoliberalism,Resistance (Psychology),Educational Change,Language Usage,Educational Research,Equal Education,Urban Schools

This discussion offers an overview of the articles and themes developed by the papers in this special issue on Chicago school reform, and also some critical comments on such scholarship. It highlights how these reforms are not organic, as they are often portrayed, but are instead a result of strategic efforts by policymakers and special interests. As the authors of these articles show, these reforms essentially experiment with education &quot;innovations&quot; on poor and minority children in a context where segregation appears to be increasingly accepted. But while the efforts of equity-minded researchers in addressing these issues should be lauded, this discussion goes further and offers some critical commentary on researchers' use of language, arguing that we too often alienate ourselves from both the policymakers we seek to influence and from the people we seek to help. By adopting exclusive language common in critical theory's attack on &quot;neoliberalism,&quot; scholars may try to enhance their own credibility by demonstrating familiarity with obscure terminology, but in doing so, may be creating another echo-chamber which excludes them from policy discussions that can effect substantive change.
Disparate Use of Exclusionary Discipline: Evidence on Inequities in School Discipline from a U.S. State
Author: Anderson, Kaitlin P.
Date: 2017-05-22
Type: Journal Articles
Subjects: Discipline,Disproportionate Representation,Suspension,Expulsion,Public Schools,African American Students,Low Income Students,Special Education,Minority Group Students,School Demography,Elementary Secondary Education,English Language Learners,Institutional Characteristics

There is much discussion in the United States about exclusionary discipline (suspensions and expulsions) in schools. According to a 2014 report from the U.S. Department of Education's Office for Civil Rights, Black students represent 15% of students, but 44% of students suspended more than once and 36% of expelled students. This analysis uses seven years of individual infraction-level data from public schools in Arkansas. We find that marginalized students are more likely to receive exclusionary discipline, even after controlling for the nature and number of disciplinary referrals, but that most of the differences occur across rather than within schools. Across the state, black students are about 2.4 times as likely to receive exclusionary discipline (conditional on reported infractions and other student characteristics) whereas within school, this same conditional disparity is not statistically significant. Within schools, the disproportionalities in exclusionary discipline are driven primarily by non-race factors such as free- and reduced-price lunch (FRL) eligibility and special education status. We find, not surprisingly, that schools with larger proportions of non-White students tend to give out longer punishments, regardless of school income levels, measured by FRL rates. Combined, these results appear to indicate multiple tiers of disadvantage: race drives most of the disparities across schools, whereas within schools, FRL or special education status may matter more.
Desire for Democracy: Perspectives of Parents Impacted by 2013 Chicago School Closings
Author: Vaughan, Kelly
Date: 2017-06-00
Type: Journal Articles
Subjects: School Closing,Parent Attitudes,Neoliberalism,Public Education,Qualitative Research,Democracy,Educational Policy,Public Schools,Educational History,Educational Change,Interviews

In this article, we discuss the historical shifts in the purposes of public education and examine how neoliberal education policies, like Chicago's school closings, attempt to limit the purpose of public education to be in service to and at the whim of the market. We juxtapose this dominant neoliberal narrative of public education with the voices of the parents from closed schools, whose deep involvement with and beliefs about public schools counter neoliberalism's shallow concept of the public purpose of public education. Drawing upon a 2014 qualitative study of parents and caregivers who were impacted by school closures and actions, as well as publically available data, we find that parents believe school closings cause great harm to students, families and communities, aim to reduce citizens to consumers in an educational marketplace, and seek to further undermine democracy in education toward a &quot;thin democracy&quot; (Gandin &amp; Apple, 2002) of marketized education. However, we argue that there is an alternative to the neoliberal narrative reflected both in the ongoing historical struggle about the purposes of schooling and in the wisdom, experiences, and desires of parents most directly impacted by neoliberal education policies.
School Choice or the Politics of Desperation? Black and Latinx Parents of Students with Dis/Abilities Selecting Charter Schools in Chicago
Author: Waitoller, Federico R.
Date: 2017-06-05
Type: Journal Articles
Subjects: African Americans,Hispanic Americans,Disabilities,School Choice,Parent Role,Interviews,Charter Schools,Parent Participation,Decision Making,Neoliberalism,Urban Areas,Special Education,Political Issues,Racial Bias,Ethnic Groups,Educational Change,School Closing,At Risk Students,Grounded Theory,Coding,Parent Attitudes,Poverty,School Safety,Neighborhoods,Educational Quality

In this paper, we focus on the city of Chicago to examine how Black and Latinx parents of students with dis/abilities1 engage with school choice. Using analytical tools from grounded theory (Strauss &amp; Corbin, 1990) and a theoretical lens informed by critical notions of space, race and dis/ability, we analyze interviews with parents of students with dis/abilities, field notes, and various artifacts from charter schools (e.g., student handbooks and websites). We found that parents engaged with the &quot;politics of desperation&quot; (Stovall, 2013): an assemblage of thoughts and rationales to make school decisions amid poor and ableist educational options for Black and Latinx students with dis/abilities. We found that the neoliberal restructuring of urban education space was a driving force shaping parents' engagement with the politics of desperation. Thus, our study sheds light on the relationship between race, dis/ability, and urban spatial restructuring.
Guiding Children &quot;Back from the Edge&quot; Preparing an Environment to Support Children at Risk
Author: Andrews, Sarah Werner
Date: 2017-00-00
Type: Journal Articles
Subjects: At Risk Persons,Environmental Influences,Children,Behavior Problems,Montessori Method,Interpersonal Relationship,Intervention,Educational Environment,Child Behavior

&quot;The children who demand more attention than others, who are disruptive, unmotivated, oppositional, aggressive, or do not give us the positive feedback we get from others…This is where we dig in and find compassion, and understanding, and the knowledge that no child wants to be disruptive, oppositional, or aggressive. They do this because they are hurt, and we are here to help.&quot; Sarah Werner Andrews provides an approach to the children who pose a challenge because they themselves are facing challenges. She offers practical tools and approaches that are first based on positive relationships, then on the relationship with the environment, and finally on positive, collaborative interventions. [This talk was presented at the NAMTA conference titled &quot;Children on the Edge: Creating a Path for Happy, Healthy Development,&quot; January 12-15, 2017 in New Orleans, LA.]
A Workmanship of Risk: The Crafting of Thought in an Age of Speed and Distraction
Author: Jackson, Maggie
Date: 2017-00-00
Type: Journal Articles
Subjects: Montessori Method,Freedom,Self Control,Thinking Skills,Information Technology,Cultural Context,Time on Task,Risk,Creativity

&quot;How much can one fathom in a heartbeat or know deeply at a glance? In a culture smitten with technology, what does good thinking look like?&quot; This question sets the stage as Maggie Jackson explores society's relationship with devices and society's use of technology. She examines ways in which multitasking has jeopardized our ability to think deeply. She then offers techniques to foster &quot;slow thinking,&quot; such as spacing out thinking and work and creating boundaries of time and space to spotlight thinking. While alarming, her message is hopeful. Recognizing the Montessori approach as part of the solution to encouraging concentration, freedom, and self-discipline, she poses its importance in a larger cultural context. [This talk was presented at the NAMTA conference titled &quot;Finding the Hook: Montessori Strategies to Support Concentration,&quot; October 6-9, 2016, in Columbia, MD.]
The Myth of the &quot;Perfect&quot; Child
Author: Werner Andrews, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Misconceptions,Teacher Student Relationship,Guidelines,Teacher Attitudes,Student Behavior,Behavior Problems,Montessori Method,Professional Identity,Self Concept,Psychological Patterns,Child Development,Classroom Techniques,Preschool Education,Preschool Children,Preschool Teachers,Language Usage

Drawing on both extensive professional and deeply personal experience, Sarah Werner Andrews' vision of working with children carries profound respect and love throughout her guiding insight. She shares an understanding of those children who are the most challenging and provides a framework that allows us to embrace these and all children. Acknowledging the confusion and frustration that teachers often feel in the face of helping children that are difficult to understand, she sends the message that in order to gain insight and help each child, we must work to help ourselves by opening our minds and embracing the challenges and differences that each child offers. By embracing differences, the true child can be seen, and the child will guide the adult in the quest to help him. [This talk was presented at the NAMTA conference titled &quot;Children on the Edge: Creating a Path for Happy, Healthy Development,&quot; January 12-15, 2017 in New Orleans, LA.]
Strategies to Support Concentration
Author: Haines, Annette
Date: 2017-00-00
Type: Journal Articles
Subjects: Attention Control,Learner Engagement,Child Development,Student Interests,Brain,Young Children,Montessori Method,Adolescent Development,Learning Activities

Annette Haines provides a comprehensive overview of concentration across the planes. She first lays the foundation for thinking about student engagement: It must be understood that concentration is found through the interest of the child, which is guided by the sensitive periods. When we understand the child's development in this way, we can offer the most likely &quot;hooks&quot; to catch the child's interest and create engagement. Haines offers examples of hooks at each plane. Along the way she weaves in the science of the brain to further enhance understanding of the development of the young child and to reinforce the &quot;why&quot; behind behavior. [This talk was presented at the NAMTA conference titled Finding the Hook: Montessori Strategies to Support Concentration, October 6-9, 2016, in Columbia, MD.]
Theory into Practice: Advancing Normalization for the Child under Three
Author: Conklin-Moore, Alyssa
Date: 2017-00-00
Type: Journal Articles
Subjects: Montessori Method,Montessori Schools,Child Development,Personal Autonomy,Toddlers,Reflective Teaching,Educational Philosophy,Educational Environment,Outdoor Education,Motor Development,Psychomotor Skills,Sensory Experience,Infants,Language Acquisition,Sensory Integration,Interpersonal Relationship,Ownership,Coping,Sleep,Physical Environment,Eating Habits,Preschool Teachers,Classroom Techniques,Metacognition

Alyssa Conklin-Moore discusses normalization in the child under three from several perspectives. She takes an extensive look at the child, including orienting parents to the Montessori environment, the child's entrance into the environment, addressing the sensitive periods, and fostering independence, contribution, and community. She reminds the guide of aspects to constantly keep in mind when considering the environment, including the outdoor environment. Importantly, she reminds the practitioner to constantly self-reflect. From start to finish, she offers practical tools that are deeply rooted in a strong Montessori philosophy. [This talk was presented at the NAMTA conference titled Finding the Hook: Montessori Strategies to Support Concentration, October 6-9, 2016, in Columbia, MD.]
Identifying True Normality in the Elementary Child
Author: Baker, Kay
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Young Children,Child Development,Teaching Methods,Montessori Method,Developmentally Appropriate Practices,Interests,Expectation,Holistic Approach

Kay Baker offers a look at the needs and manifestations (observed characteristics) of the developing human being, specifically of the second-plane child. She outlines key ideas in thinking about these needs and manifestations and discerns the pedagogy associated with each. She emphasizes that the pedagogy/practice must meet the needs of the child. She discusses the tools available to the adult in assessing their own practice: First, there is observation to inform; and second, the four planes of development and fundamental needs of the human being provide a framework. As it is the child's work to construct himself through activity, it is the adult's work to awaken the interest in the child that impels him to work: &quot;What can hook the child and result in action?&quot; What will inspire the feeling of interest and curiosity to fuel continued work? Her conclusion is beautifully simple yet deeply profound in that it is the goal toward which the practitioner constantly strives. [This talk was presented at the NAMTA conference titled &quot;Finding the Hook: Montessori Strategies to Support Concentration,&quot; October 6-9, 2016, in Columbia, MD.]
Creative Engagement: Handwork as Follow-Up Work
Author: Lebitz, Ellen
Date: 2017-00-00
Type: Journal Articles
Subjects: Handicrafts,Montessori Method,Creativity,Experiential Learning,Elementary School Students,Educational Benefits,Program Implementation,Teamwork,Teaching Methods,Trust (Psychology),Personal Autonomy,Student Developed Materials,Teacher Expectations of Students,Creative Activities

&quot;To a great extent, we all must &quot;do&quot; in order to learn.&quot; Ellen Lebitz begins with this overarching truth as a lead-in to a close look at handwork in the elementary environment. She explains the benefits of handwork for the second-plane child, including it being a key to helping &quot;even the most distracted children find focus and interest.&quot; She gives concrete examples of handwork (mostly as follow-up work) along with tips for implementation, including maintaining a clean-up routine and having materials organized and available. She addresses teamwork in handwork, issues of scale, and poses handwork as a grounding route to abstraction. Supported by invaluable tools for the teacher to use, her enthusiasm and experience with this work shines through as encouragement to be prepared and, most importantly, to trust in the child: &quot;It would be so easy to just assume that we know what the best follow-up is, but the children need to be free to figure out themselves what they are interested in and on what they want to work. Once we make a particular project an expectation, then we are taking away the 'spontaneous' part of the spontaneous activity in education. We have to make peace with the idea that some follow-up will be not as we expect, will fizzle out, but, sometimes, will exceed our wildest expectations. All of this is part of the process; we have to let go of our 'favorite' projects and let the children be free.&quot; [This talk was presented at the NAMTA conference titled &quot;Finding the Hook: Montessori Strategies to Support Concentration,&quot; October 6-9, 2016, in Columbia, MD.]
Supporting Students Who Have Experienced Trauma
Author: Wright, Travis
Date: 2017-00-00
Type: Journal Articles
Subjects: Trauma,Student Needs,Coping,Young Children,Classroom Environment,Resilience (Psychology),Teacher Student Relationship,Peer Relationship,Early Childhood Education,Student Adjustment

Travis Wright presents an important understanding of trauma that leads to a new perspective of &quot;challenging&quot; behaviors in the classroom. &quot;Trauma is not an event in itself, but is instead the reaction to extremely stressful life circumstances... When children operate in overwhelming states of stress, the stress response system may become the normal mode of functioning.&quot; Offering symptoms of trauma and practical tips for use in the classroom, Wright turns the understanding of trauma upside down. He guides the reader to an appreciation for the ways children adapt to their circumstances, until it is understood that children are &quot;fighting to live&quot; as opposed to &quot;failing to thrive.&quot; While focusing on the traumatized child, Wright's approach offers the opportunity to rethink the behavior of all students. While it is particularly important with children who have experienced trauma, the foundation of the work with any child is a positive, respectful relationship. [This talk was presented at the NAMTA conference titled &quot;Children on the Edge: Creating a Path for Happy, Healthy Development,&quot; January 12-15, 2017 in New Orleans, LA.]
Parent Education in the Home
Author: Alarcón, Charo
Date: 2017-00-00
Type: Journal Articles
Subjects: Parents as Teachers,Early Intervention,Low Income Groups,At Risk Persons,Family Programs,Child Development,Young Children,Parent Participation,Child Rearing,Cultural Relevance,Parent Education,Montessori Method,Home Visits

Charo Alarcón speaks about the work of Lumin Education in partnering with parents, Early Head Start, and a national program called Parents as Teachers (PAT) to come together to serve low-income families. Recognizing that parents cannot prioritize their child's education when they are putting all of their energy into meeting the basic needs of the family, Alarcón created a program to go into homes to educate and support parents beginning during pregnancy. The program encourages defined work spaces in the home and inviting the child to work. The child internalizes his perception of the world, whether it be good or bad, in the first years (even first weeks) of life. Emphasizing the importance of development during the first years of life, and offering practical tools for parents early on in parenthood to foster routine, freedom of choice, repetition, beauty and order, can transform &quot;not just the child's life experience but entire communities.&quot; [This talk was presented at the NAMTA conference titled &quot;Children on the Edge: Creating a Path for Happy, Healthy Development,&quot; January 12-15, 2017 in New Orleans, LA.]
Supporting Elementary Children in Crisis
Author: Taylor, Liesl Heide
Date: 2017-00-00
Type: Journal Articles
Subjects: Children,Montessori Schools,Case Studies,Elementary School Students,Student Needs,Crisis Management,Early Childhood Education,Trauma,Poverty,At Risk Students,Behavior Problems,Holistic Approach,Personal Narratives,Teaching Methods,Classroom Techniques,Student Responsibility

&quot;Just as every child is human, every child, no matter the circumstances, deserves an education that promotes his or her development to the fullest human potential.&quot; Using Cornerstone Montessori, a public Montessori school, as a case study, Liesl Taylor sets out to show the importance and impact that the Montessori approach can have on the lives of children in crisis. Using many specific examples, she highlights how to support elementary children in crisis through an understanding and commitment to the characteristics of the child of this age. [This talk was presented at the NAMTA conference titled &quot;Children on the Edge: Creating a Path for Happy, Healthy Development,&quot; January 12-15, 2017 in New Orleans, LA.]
What's Going on with This Child? Child Study for the 21st Century
Author: Jones, Allison
Date: 2017-00-00
Type: Journal Articles
Subjects: Montessori Method,Child Development,Student Needs,Young Children,Intervention,Teamwork,Cooperative Planning,Student Behavior,Emotional Development,Social Development,Academic Ability

Allison Jones and Jacqueline Cossentino have taken the term child study to describe the work they do with children experiencing challenges. Their approach to child study attempts to change the typical question of &quot;What is wrong with this child?&quot; to &quot;What is going on with this child?&quot; They have created a system by which they try to pinpoint what is going on with a child (the BASE System) and then create an action plan for working with that child. It is a collaborative effort on the part of the school community, including multiple teachers and the school's instructional leader. In this work with children experiencing challenges, organizing and recording the work and progress is crucial to understanding what is effective, what is not, and ultimately in determining what is best for each individual child. [This talk was presented at the NAMTA conference titled &quot;Children on the Edge: Creating a Path for Happy, Healthy Development,&quot; January 12-15, 2017 in New Orleans, LA.]