Adler, Susan
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Browsing Adler, Susan by Author "Iorio, Jeanne M."
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Item Empowering Teachers of Young Children: Moving Students from Agents of Surveillance to Agents of Change(IGE Global, 2012) Adler, Susan Matoba; Iorio, Jeanne M.This chapter illustrates how an online early childhood teacher education program using Socratic inquiry methods inspires students to challenge habituated assumptions in the field. Academic pushdown, teacher identity, standardization, and developmentally appropriate practice are central assumptions in ECE that students challenge in their blogs and discussion board postings. The program goal is to empower students to become transformative intellectuals (Giroux, 1988) and ultimately agents of change. Student writing illustrates how students have begun the process of challenging assumptions, identifying multiple perspectives on critical issues, and articulating arguments based on self-reflection and critical analysis.Item Progressive Teachers of Young Children: Creating Contemporary Agents of Change(International Association of Educators, 2013-06) Adler, Susan Matoba; Iorio, Jeanne M.This article describes how an Early Childhood Teacher Education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Addams, Patty Smith Hill and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become ―transformative intellectuals‖ (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early child education (ECE), which has been rapidly moving toward a narrow focus on academic readiness and the standardization of children and programs as a consequence of No Child Left Behind legislation and the Race to the Top competition for federal funds.Item Progressive Teachers of Young Children: Creating Contemporary Agents of Change(Peter Lang International Academic Publishers, 2015) Adler, Susan Matoba; Iorio, Jeanne M.This chapter describes how an early childhood teacher education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Adams, Patty Smith Hill, and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become “transformative intellectuals” (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early childhood education (ECE), which has been rapidly narrowing toward academic readiness and standardization of children and programs due to No Child Left Behind legislation and the Race to the Top competition for federal funds.