Toward Intentional Teaching: The Need for Educator Agency
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Educators need to be recognized for their expertise and professional judgment, and they need to have the agency to plan and teach in ways that align with developmentally appropriate, equitable practice. This issue of Young Children explores what educator agency looks like in action, how it connects to intentional teaching, and how it benefits everyone in the early childhood ecosystem.
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Toward Intentional Teaching: The Need for Educator Agency
Annie Moses
Did You Lose Your Teacher Voice? Reclaiming Educator Agency, Voice, and Choice Through a Critical Lens
Brian L. Wright and Mona M. Abo-Zena
Bringing Your Whole Self to the Classroom: A Native Hawaiian Perspective on Identity in Early Childhood Education
Nicol Russell
Inspiring Teacher Agency: (Re)claiming Assessment as an Advocacy Tool in the Primary Grades
Sehyun Yun and Leslie La Croix
The Power of Teacher Agency: Leading from the Classroom
Amy Schmidtke, Mary Beth Pistillo, and Greta Morris
When Squirrels Lead the Way: Weaving Intention into Teachable Moments
Jason Surian
Together We RISE: Tapping Educator Agency to Guide Children’s Social and Emotional Learning
Sara D. Hooks, Jennifer K. Pett, Janese Daniels, and Nicole Vasanth
Member Spotlight: Carlyn Rahynes
In Memoriam: Remembering Anne Walsh Mitchell
Janis Strasser
Voices of Practitioners. "The Most Comfortable of Uncomfortable Spaces": Co-Constructing a Toddler Curriculum Through Equitable Practitioner Collaboration
Pamela Thompson, Sarah Elahi, Lisa Goddard, Megan Shahnooshi, and Megina Baker
Innovations in Higher Education. Mentoring Preservice Teachers: Applying a Developmentally Appropriate Practice Lens
David Barry and Daris McInnis
Rocking and Rolling. What Does Intentionality Look Like in Infant and Toddler Programs?
Rebecca Parlakian
The Reading Chair. Highlights from 20 Years of Children's Books