Mindy Spearman

Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children's Artworks.

(2009). Rethink, Reimagine, Reinvent: The Reggio Emilia Approach to Incorporating Reclaimed Materials in Children’s Artworks. Art Education: Vol. 62, No. 2, pp. 10-16.

Teaching Young Learners About Sustainability

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

Picturing a Classroom Community: Student Drawings as a Pedagogical Tool to Assess Features of Community in the Classroom

ABSTRACT Community in the classroom remains critical for a successful classroom climate. However, assessing classroom community features can be challenging, and P-12 students’ voices are often left out of the discussion. One way to examine student perceptions of classroom community is through the use of student drawings. In this Pedagogical Implications article, the authors provide (1) a discussion of research on classroom community and the use of P-12 student drawings, (2) a framework teachers and teacher educators can use to investigate community features in their classrooms with student drawings, (3) the Picturing Impressions of Classroom Community Tool to interpret student drawings, and (4) a framework to use student drawings to create change within the classroom. The authors aim to demonstrate how student drawings can act as a pedagogical tool, providing insight into student perspectives on classroom community. The authors provide examples of elementary student drawings collected to illustrate how teachers and teacher educators can implement the process.

Using Children’s Drawings to Examine Student Perspectives of Classroom Climate in a School-within-a-School Elementary School

This study examines student perceptions of classroom climate at a school-within-a-school (SWAS) elementary school located in the southeastern United States. The elementary school contains a school for students identified as highly gifted within a neighborhood school. Researchers utilized drawings to determine students’ perceptions of their classrooms using an intentionally open-ended prompt that allowed students to focus on the aspects of their classroom they found most compelling. Classrooms with a climate that fostered community proved to be important to students, and they made connections between community and active engagement in academic tasks. Students in the 2 SWAS programs perceived the nature of a community-focused classroom climate differently; in the gifted program, collaboration and group work were privileged, whereas those in the neighborhood program expressed like-mindedness and/or a notion of group connectedness.

In-Service Education and the Superintendency: Lloyd Wolfe in San Antonio, Texas, 1902-1908.

During the early 20th century, practicing San Antonio teachers took part in several different types of in‐service education. This paper investigates the types of in‐service education present during the superintendency of Lloyd Wolfe (1902–1908), a progressive San Antonio educator who employed innovative approaches to in‐service education. Influenced by Francis W. Parker, Wolfe placed emphasis on methodology that stressed child‐centred activities and real‐world problem solving. The paper explores how Wolfe disseminated his ideology to his teachers through the lectures and content of a summer in‐service programme. It contemplates criticism from conservative San Antonio politicians who considered some of the approaches to in‐service education both too progressive and too costly. It demonstrates how personal ideology of particular superintendents shaped and changed teacher education programmes. Finally, the author places the San Antonio programme in a broader context that contributes to what is known about early teacher education programmes in the USA.