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Respecting Children and

Teachers

There is no question that respect matters in the classroom. But what it means, who has it, and whether or not it is even prosocial, are undetermined. This project focuses on how children, youth, and teachers, experience respect and disrespect and how these concepts, and other justice-related concepts, are understood, developed, and implemented in social interactions within the school context.

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Speak up! Racial Microaggressions Project

This project seeks to identify, catalogue, and make racial microaggressions from academic spaces (from elementary school through graduate school) more visible. We are taking an engaged scholar approach, using a website to both collect data and connect people’s global experiences to create a space of solidarity, justice, and progresses through documenting counter narratives.

https://www.speakupmicroaggressions.org/

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Developing Children's Environmental Resiliency Through Narratives

Cultural and personal narratives shape our ecocultural identities, including our relationship to the more than human world. How can we help children develop resilient frameworks that will serve them in an ever changing and tumultuous world? This project, with co-investigator Ninian Stein (Tufts University), examines how narratives and student-teacher conversations can re-shape urban, suburban, and rural children’s experience of the “wild,” and foster an eco-cultural resiliency framework that will eventually guide and foster pro-environmental behaviors and identities.

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Friendships in Transition

What role do teachers play in encouraging children's friendships as they transition into junior high? Do youth need cell phones to develop their peer relationships? Using social networking, this study examines how and why students change peer groups over the course of 6th grade. We are especially interested in how access to youth leisure and recreation activities outside of school, cell phone access, teacher influence, and whether or not a child is considered typically developing meaningfully impacts their peer group trajectory over the course of a school year.