Educational Transitions from Childhood to Adulthood:
Research and Policy Initiatives
This year's three-part series on educational transitions stimulates a conversation among researchers, policymakers, and practitioners about the state of knowledge regarding the complex and important educational transitions experienced by young children, early adolescents, and emerging adults as they progress through school and into the world of work.
Part 1: Starting School: Early Childhood Transitions
When:
Friday, November 6, 2009
8:30 a.m. - 10:30 a.m.
Where:
Room 914
Kimmel Center for University Life
60 Washington Square South (Map)
(at LaGuardia Place)
Recent studies are revealing new ways to support young children’s academic, social, and emotional development as they transition into school. How might classroom interactions support positive development? How can we place these findings within different social and cultural contexts?
This first session examines research on and policies that address the challenges young children face as they move from the family into the early years of school. Our March 4, 2010 breakfast will continue our discussion with Part 2 on educational transitions during the middle years with Eric Anderman, Professor of Educational Psychology at Ohio State University , Daniel Oscar, a national leader in educational innovations, and Elise Capella, Assistant Professor of Applied Psychology at Steinhardt. We will conclude our series on April 16, 2010 with Part 3 on transitions to post-secondary education, careers, and adulthood with James R. Stone III, Director of the National Research Center for Career and Technical Education at the University of Louisville, Melissa Roderick, Professor at the University of Chicago and co-director at the Consortium on Chicago School Research, and James Kemple, Director of the Research Alliance for New York City Schools at NYU and Steinhardt.
About the Education Policy Breakfast Series
The NYU Steinhardt Education Policy Breakfast Series brings together policy leaders, legislators, business people, heads of corporations, foundations and advocacy organizations, university faculty, and school superintendents. For more than a decade, our goal has been to illuminate contemporary educational issues and foster discussion among the many constituencies concerned with education at both the local and national levels.
NYU’s Steinhardt School advances knowledge, creativity, and innovation at the crossroads of human learning, culture, development, and well-being. Through rigorous research and education, both within and across disciplines, the School’s faculty and students evaluate and redefine processes, practices, and policies in their respective fields, and, using a global as well as community perspective, lead in an ever-changing world.
Through such centers as the NYU Institute for Education and Social Policy, the Institute for Globalization and Education in Metropolitan Settings, the Center for Research on Culture, Development, and Education, the Institute for Human Development and Social Change, the Child and Family Policy Center, and the Steinhardt Institute for Higher Education Policy, faculty and students undertake interdisciplinary research in urban communities to improve the lives of children, adults, and families. The School enrolls 6,500 undergraduate and graduate students annually.
About the Speakers
Bridget Hamre studies student-teacher relationships and classroom processes that promote positive academic and social development for young children . She is Associate Director of the Center for Advanced Study of Teaching and Learning at the University of Virginia's Curry School of Education. Her work documents the ways in which early teacher-child relationships are predictive of later academic and social development and the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure. With Drs. Robert Pianta and Karen La Paro, Dr. Hamre authored an observational tool for classrooms called the Classroom Assessment Scoring System (CLASS). She leads efforts to use the CLASS as an assessment, accountability, and professional development tool in early childhood and other educational settings. She received her doctorate in clinical and school psychology from the University of Virginia.
Fabienne Doucet is an assistant professor of early childhood education at Steinhardt. Her research addresses the educational experiences of immigrant and U.S.-born children of color. She has examined the everyday experiences of African American preschoolers, their parents’ childrearing values and practices, and how parents and caregivers prepare African American children for the transition to school. Her latest project is a critical ethnography of immigrant family involvement in Head Start. She was a postdoctoral fellow at the Harvard Immigration Projects with fellowships from the National Science Foundation and the Spencer Foundation. Doucet has a Ph.D. in human development and family studies from the University of North Carolina at Greensboro.
C. Cybele Raver directs NYU's Institute of Human Development and Social Change and is a professor of applied psychology at Steinhardt. Her research focuses on young children and families facing economic hardship. She examines the mechanisms that support children's positive outcomes in the policy contexts of welfare reform and early intervention. Raver and her research team currently conduct the Chicago School Readiness Project, a federally-funded intervention that tests the impact of comprehensive teacher training and mental health consultation services on Head Start classroom processes, on young children's self-regulation, and on their academic achievement later on in kindergarten and first grade. Raver regularly advises local and federal government agencies and foundations on promoting school readiness among low-income children. She earned her Ph.D. in developmental psychology from Yale University.
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