Innovative Pedagogies in Early Childhood

Erika Thulin Dawes is a Professor of Language and Literacy in the Graduate School of Education. A former elementary classroom teacher, reading specialist, and district literacy administrator, Erika now teaches and mentors courses in early childhood literacy, children's literature, and elementary literacy methods. Prior to Lesley, Erika taught literacy methods courses at Teachers College, Columbia University. Erika currently serves as the program director of the graduate Early Childhood Education program. 

Along with Mary Ann Cappiello, she is the co-author of Teaching with Text Sets (Shell, 2012) and Teaching to Complexity: A Framework for Evaluating Literary and Content-Area Texts (Shell, 2014) and a forthcoming book with Stenhouse Publishers in 2019. She is a co-author of a book on writing instruction, Learning to Write with Purpose: Effective Instruction in Grades 4-8 (2009), and the author of ancillary materials for the well-established textbook Charlotte Huck's Children's Literature, now in its tenth edition, authored by her mentor Dr. Barbara Kiefer. In 2016, Erika was appointed chair of the Charlotte Huck Award for Outstanding Fiction for Children committee of the National Council of Teachers of English (NCTE), for a two-year term.

She blogs about children's and young adult literature currently at "The Classroom Bookshelf," and reviews children's and middle grade books for Language Arts.

Education: BA, University of Massachusetts, Amherst; M.Ed., Lesley University; Ed.D., Columbia University Teachers College

Dana Frantz Bentley is an assistant professor in the early childhood programs at Lesley. She is also a classroom teacher in the early childhood program at Buckingham Browne and Nichols School in Cambridge, Massachusetts. She has been an early childhood teacher for over fifteen years, working with young children from infancy to age seven in diverse, urban settings in Boston and in New York City. Dana has a particular background in rethinking creativity and artistic practice with young children; she uses this perspective in the constantly evolving curricula in her emergent, child-centered classroom. 

In her teaching and writing, Dana focuses on social justice work with young children, studying children’s emerging political literacies, as well as her own pedagogy as an anti-bias educator. Dana is particularly inspired by the work of Reconceptualizing Early Childhood Education (RECE), and seeks to question and disrupt traditional assumptions about early childhood education in her research and practice.

Dana’s writing has been featured in a wide range of early childhood journals, as well in as her book Everyday Artists, from Teachers College Press. Her role as a scholar/teacher, working both as a practitioner and an academic, allows her to operate from a unique perspective. This dual role allows her to question and investigate theory in practice in the ever-evolving realities of today’s young children.

Education

BA, Georgetown University
M.Ed., Harvard University
Ed.D., Teachers College, Columbia University

During his post-graduate teacher training for his Postgraduate Certificate in Education from University of Leeds, UK, Michael Kemeh, known as Shabaash, taught in British secondary schools and colleges, and has taught at the University of Ghana, where he had coordinated numerous theatre for development outreach projects connected with issues on health, adult literacy, teen pregnancy, and women's socio-economic improvement.

Shabaash loves sharing his expertise in integrating drama into classroom curriculum with educators. He also has great passion for using "theatre for development" for education, mobilization, and improvement of the lives of people in marginalized communities. He successfully adapted this theatre technique to address multicultural and social issues through workshops in elementary, middle, and high schools in the states of Washington, Arizona, and Kansas. 

PhD, Kansas State University

I have worked in the field of Early Childhood Education for over 40 years, beginning as a preschool teacher in a Headstart program in Somerville. In August of 2015, I retired from my nearly 20 year tenure as director of the Infant Toddler Children’s Center in Acton, MA, a large non-profit community early care and education program. The center has a reputation for offering an individualized and flexible program reflecting a strong belief in the competency of every child to use exploration and experiences both in the classroom and in nature, to grow and learn.

I have always been fascinated by the learning process in both children and adults. I have approached my work with a strong sense of curiosity about how children, parents and teachers develop skills and knowledge. I encourage adult students and teachers to learn by using their questions, observations, and reflections in coursework and in interactions with children.

In the past few years, I have used writing as a tool to help me understand and articulate the process of learning and change in individuals and in communities. I spent a year documenting and writing about the process of change in the early childhood center I was directing. I followed the complex and emotion filled conversations, arguments, reflections and struggles of teachers and parents as we attempted to make our practices around food meet the needs of growing children and yet be respectful of family culture in a diverse population.

I bring to my work at Lesley experience in classrooms, in managing a community non-profit, and in supporting and coaching the work of teachers and students. I am a board member of the Boston Area Reggio Inspired Network. I also serve on the planning committee for the Annual Child Care Symposium sponsored by the Boston Psychoanalytical Society.  I am married to Will Twombly, have two grown children, and live in Watertown, MA.

Education

BA in Psychology, Elmira College
MS in Early Childhood Education, Wheelock College

Dr. Carlsson-Paige's work at Lesley spanned 30 years, during which she taught teachers and was a founder of the university's Center for Peaceable Schools. She is now a prolific author and speaker, focusing on media and technology, early childhood, peaceable classrooms, and education reform. According to her website's biography, she is "an advocate for education policies and practices that promote social justice and the well being of all children."

Her speaking venues include the National Association for the Education of Young Children Conference, Project Renewal Ground Zero Conference, Center for Peaceable Schools, and National Association for the Education of Youth.

Among her awards are the Peace Educator of the Year (Peace and Justice Studies Association), Robert F. Kennedy Children's Action Corps Award, Outstanding Educator Award (Urban College of Boston), and the Outstanding Contribution to Women award (Cambridge YWCA). In 2013, she was given a lifetime achievement award by the American Academy of Education Arts and Sciences.

Education

BS, Syracuse University
MS, Lesley College
EdD, University of Massachusetts

Erika teaches in the early childhood and elementary programs in the Graduate School of Education. Her life-long passion for educational technologies in constructivist learning environments emerged from an experiential situation; at an early age, she was afforded the opportunity to be schooled under the skillful direction of a Socratic practitioner in a confluent education program. More importantly, she discovered how self-directed learning helps students find opportunity when faced with adversity as it requires them to use adaptive reflection, reason, and logic to solve problems.

Erika's research in higher education suggests that the most successful adult learning environments are those utilizing a humanist pedagogical approach alongside 21st century connectivist ideals. She contends that contemporary adult learning must arise from this balance if it is to be self-generative and sustainable. Her research is part of a small but growing body of literature focused on graduate students’ experiences in certain learning contexts.

She has found both correlations and divergences regarding students’ level of digital nativity in her quest to develop a novel model for contemporary adult learning. Recent interests take Erika beyond the efficacy of the techno-peripheral to consider the complexities of creativity, intellectual freedom, and flow in the adult experience in higher education.

Specialized areas of expertise: Philosophy of Education, Cognitive & Developmental Theory, Socialnomics, Systems Design, and Program Planning & Evaluation

Education: M.Ed., Lesley University; PhD, Lesley University