"A" is for Art, Not Age: The Hammond Public Library's Annual Senior Art Exhibit

The Hammond Public Library, like many libraries, showcases the works of local artists throughout the year. For the past sixteen years, however, the work of a special group of artists has been featured each fall during the library’s annual Senior Art Exhibit

Parenting Isn\u27t Easy: Parent Newsletters for Social/Emotional Learning in Early Childhood

Abstract Most educators know that it is very important to a child’s overall success to be supported socially and emotionally, especially in Early Childhood. We understand that children do not just act out the way they do because they feel like misbehaving. The challenging behavior is usually the cause of some other sort of reaction the child might not know how to explain or verbalize, for example: feeling tired, hungry, or uncomfortable in a certain situation. In Early Childhood, educators work closely with parents and caregivers in order to continue the same level of learning at home as well. As educators it is our job to ensure that both families and children continue to build and practice social and emotional skills in a meaningful way in order to use those skills throughout life. Supporting social/emotional learning beginning in Early Childhood builds skills for children to use in order to navigate through higher-level thinking like solving problems, working together with other children in the classroom, and building relationships. One way that educators can better support families in their own learning of supporting their child’s social/emotional development, is by providing parents/caregivers knowledge and support. For example, in order to help young children develop social/emotional skills to reduce challenging behaviors, regulate emotions, transition to new activities throughout the day, and develop other social skills, parents need to be actively involved in their child’s learning. This project includes a set of five handouts that pertain to different social/emotional strategies or skills. These handouts were designed to share with parents to help keep them informed and on the same page about what is being focused on with their child at school. The handouts include information supported by research and include specific ideas on how the parent/caregiver can use the strategy at home. Additionally, the project includes a list of thirty children’s books that connect with the topics addressed in the handouts. By being consistent both at home and at school, educators can demonstrate for parents how to potentially de-escalate certain situations. The handouts and book list are intended to give parents the strategies they need to stay positive while their child learns new skills

Year Book

Dedication to Mr. J. Asbury Pitman. Our Teacher-Friend who makes a halo for our every day by the gallantry of his service - ever revealing his nobility of soul.https://digitalcommons.salemstate.edu/all_yearbooks/1019/thumbnail.jp

Little Village March 21 - April 3, 2018

https://ir.uiowa.edu/littlevillage/1239/thumbnail.jp

Forster, John L. Secondary School Yearbook 1951-1952

Called the Spartaloguehttps://scholar.uwindsor.ca/essexcountyontariohighschoolyearbooks/1022/thumbnail.jp

Social Studies Teachers’ Successes and Challenges in Creating Race-Conscious Curriculum

This study examines the ways that social studies teachers enact racial literacy in order to center race in their curriculum. The study is situated within the existing literature of culturally relevant pedagogy, culturally sustaining pedagogy, critical race theory and their applications in social studies education, and racial literacy. Employing a qualitative case study approach, the study is grounded in critical race theory (Delgado & Stefancic, 2001). Six teachers and two curriculum administrators in a single school district were interviewed. Additionally, participant-observations and analyses of teachers’ curricular materials occurred. In order to analyze the data, I inductively put several theories relating to anti-oppressive education, whiteness studies, and racial literacy into conversation (Grinage, 2020; Kumashiro, 2015; Leonardo & Zembylas, 2013; Picower, 2009; Skerrett, 2011). The results suggested that teachers who described strict adherences to the literal wording of the state standards and centered their own content knowledge and expertise in their curricular approach showed less evidence of teaching with a race-conscious curriculum. Teachers who described centering student knowledge in their approaches and using social studies as a tool with which to counter the master narrative had more evidence of teaching with a race-conscious curriculum. My study was limited in that I could not, because of COVID-19, conduct classroom observations, and thus the data was limited to only what teachers chose to share with me through interviews and curriculum, and my own informal observations. In identifying barriers and entry-points for social studies teachers working to center race in their curriculum, the study suggests that teachers need a variety of professional development opportunities that are explicitly grounded in creating race-conscious curriculum, and centering student identities and experiences