Dr. Susan Joy Chester

Drawing upon Weick’s (1995) theory of sensemaking, this qualitative study describes how high school social studies teachers make meaning of culturally responsive-sustaining education as outlined in New York State’s CR-SE framework. This study also examined how that sensemaking is reflected in social studies teachers’ curricular and pedagogical decisions. Considering the current controversy surrounding diversity, equity, and inclusion work in school districts throughout the country, an examination of the issues surrounding implementation of the NYS CR-SE framework was needed. Through semi-structured interviews with 16 high school social studies teachers, I found that factors such as teachers’ background and experiences, professional context, policy ambiguity, and discourse around CRSE, influenced teacher sensemaking and decision making. Teachers expressed that while CR-SE is what good social studies teachers do, teaching has become “a minefield.” Conclusions include recommendations for schools, districts, boards of education and the NYS Education Department.

Susan Chester is the K-12 Supervisor of Humanities in the Eastchester School District, where she oversees English Language Arts and social studies curricula. Previously, she taught 6th and 7th grade social studies and served as the social studies department chair at the Hommocks Middle School in Mamaroneck. She is the president of the Westchester Lower Hudson Council for the Social Studies, a professional organization that supports social studies educators in the region. Susan earned her BA in Anthropology from Binghamton University, her MA in Social Studies Education from the University of South Florida, and her MS in Educational Leadership from Long Island University. Susan is the daughter of two retired New York City public school teachers, and she knew that she wanted to become a teacher from her first day of nursery school. Susan lives in Irvington with her husband David, and their daughter, Miriam.

Dr. Jennifer E. Coggio

Signature Pathway

Empirical research indicates that play contributes to children’s learning and development. A gap exists in the literature concerning kindergarten teachers’ perceptions about play-based learning and how those perceptions are connected to their classroom practices. This quantitative study examined the connections between kindergarten teachers’ perceptions regarding play-based learning, classroom practices, and their feelings of self-efficacy, with the goal of gaining a better understanding of the relationship between teachers’ perceptions of play and actual play-based classroom instruction. The data showed that kindergarten teachers value and positively perceive implementing play-based instructional strategies in their classrooms. They felt prepared and confident in integrating play-based experiences. Significant correlations were found between teachers who felt trained and prepared in play-based instruction, and the amount of play-based learning that took place in their classroom. Additionally, kindergarten teachers’ self-efficacy increased as the number of early childhood courses and relevant training increased. Furthermore, kindergarten teachers reported a lack of support from schools and school districts. They reported that a lack of training and unsuitable environments played a role on whether and how much play-based learning takes place in their classroom. Lastly, kindergarten teachers reported that curriculum pressures and a lack of autonomy in selecting a curriculum influenced their play practices. This study suggests that kindergarten teachers may be underserved by the professional development and the support they receive from schools and districts alike. To raise selfefficacy in implementing play-based instruction, additional training for teachers and school leaders should be offered and a greater number of early childhood courses should be required for certification.

Jennifer Coggio is the Universal Prekindergarten Coordinator in the East Ramapo Central School District, where she services over 2,000 public school UPK students. Prior to coming to East Ramapo, Jennifer was an assistant principal in Port Chester N.Y., an instructional coach and district leader in the Yonkers Public School District, and before that, a special education teacher for over 10 years in the NYC Public School system. Jennifer currently lives in Westchester N.Y., with her husband Brian (who has also earned a Doctor of Education), her three active children, and two dogs.