This session will, first, discuss much-needed asset-based counter-stories of Black boys. Second, this session discusses the permanent harm that current assessment practices inflict on Black boys. At the macro level, assessments are used to determine promotion and retention, teacher evaluations, and school report cards, each of which impacts school funding and school quality. At the micro-level, daily teacher assessment practices determine access to gifted programs, advanced placement courses, etc. Third, as this session will discuss the constructs of learning and smartness as well as how they are impacted by race and culture.
As recently released scholarly studies have established, the Class of 2020 experienced a high level of uncertainty and financial stress “as they weighed their college plans amid an unfolding pandemic.” This presentation discuss these findings as they apply to WNY students and note the innovations and learnings they employed during this time. The presentation is based on qualitative data gathered among graduating seniors in two WNY school districts from April through December 2020.
This paper explores the history of the first two formal special collections departments, founded in the early 20th century at Harvard and Yale universities. Because these collections largely reflect the interests of elite white men, the only students who could attend Harvard and Yale in the early 20th century, they represent a legacy of cultural imperialism that has limited the production of research on anything outside of the hegemonic “Western canon.” However, there has been significant pushback against the limited and elitist nature of special collections since the 1960s, as more faculty have become interested in research and teaching that makes use of primary sources created by more diverse individuals and cultures. This paper explores changes that have occurred in the special collections libraries at Harvard and Yale as a result of this pushback, describing how the history and legacy of the way these collections were founded continues to cast a long shadow over both scholarly research and library practice.
George A. Bonanno, Ph.D. is a Professor of Clinical Psychology, Director of the Loss, Trauma, and Emotion Lab, and Director of the Resilience Center for Veterans and Families at Columbia University’s Teachers College. Professor Bonanno’s interests center on the question of how human beings cope with loss, trauma and other forms of extreme adversity, with an emphasis on resilience and the salutary role of flexible emotion regulatory processes. Professor Bonanno’s empirical and theoretical work has for over 25 years centered on defining and documenting resilience in the face of loss or potential traumatic events, including disaster, loss, terrorist attack, bio-epidemic, traumatic injury, life-threatening injuries medical events, and military deployment, and on identifying the range of psychological and contextual variables that predict psychopathological and resilient outcomes. His research has been funded by the National Institutes of Health, National Science Foundation, the Rockefeller Foundation, and the U.S.-Israeli Binational Science Foundation, and is featured in various print, television, and radio media. His books include The Other Side of Sadness (2nd Edition, Basic Books, 2019) and “The End of Trauma”, forthcoming, fall 2021) . He has been honored with the James McKeen Cattell award from the Association for Psychological Science “for a lifetime of intellectual achievements in applied psychological research and their impact on a critical problem in society at large” and by the International Positive Psychology Association for “distinguished lifetime contributions to positive psychology.”
Springing Back and Moving Forward: Resiliency and Innovation in Education
Wednesday, March 24th, 2021 Symposium to be held virtually Full schedule and links forthcoming
Showcase your work, explore your passion for research and strengthen your presentation skills. The annual Student Research Symposium is an opportunity for students from all disciplines within the Graduate School of Education to share their research, meet professionals in their field and prepare for upcoming conferences.
