10:00 a.m. EST

Welcome: Seong Bock Hong
Conference Announcements: Kelly Russell
Keynote – Martin Nalls


11:00 a.m. EST       

Session A

Cycle of Inquiry Online with Preschool Children: Reconstructing Equitable Learning Community from a Distance 

Targeted Audience: Pre-K and elementary teachers, administrators, teacher educators

In the time of COVID-19 teachers are faced with many complex problems of providing developmentally appropriate preschool curriculum that engages children’s interests, curiosity, and intellect. With recommendations for minimal screen time, connections to family, and play as central to quality early learning there is a great challenge in using an online format to design curriculum centered on these valued principles.

Jane Broderick, East Tennessee State University
Seong Bock Hong, University of Michigan-Dearborn
Sonia Semana, Fullerton College Child Development and Educational Studies Lab School
Tim Bongco, Fullerton College Child Development and Educational Studies Lab School


Session B

Antisemitism: An American Story Too Little Told, Too Often Ignored, Too Often Marginalized, and Too Often Expunged

Targeted Audience: Elementary, Middle, Secondary, Higher Education

This presentation will explore this little-known aspect of the American story and will offer some concrete suggestions how to address this ongoing hatred.

Steven Leonard Jacobs, University of Alabama


Session C

Cradle to Career at the Conservancy: How a P-20 Partnership is Transforming a Former College Campus

Target Audience: K-12 teachers, administrators, teacher educators

In this workshop, partner organizations at the Marygrove campus in northwest Detroit will share how their organizations have formed a partnership to provide cradle-to-career educational programming, a teacher residency program, an exemplary early childhood education facility, and community programming tailored to the Fitzgerald and Bagley communities of northwest Detroit.

Racheal Allen, Marygrove Conservancy
Elizabeth Moje, University of Michigan
Wendy Lewis Jackson, Detroit Program, Kresge Foundation
Ann Kalass, Starfish Family Services
Alycia Merriweather, Detroit Public Schools Community District


Session D

Hamtramck Public Schools’ Journey to Equity and Excellence for English Learners

Target Audience: PreK-12 teachers and administrators

The presenter will share the journey of a school district in moving from a resolution agreement with the Office of Civil Rights to demonstrating growth that outperformed the state growth.  This took a very comprehensive approach that empowered students, staff, and parents.  Student voice was taken into account when making significant improvements in the school district.  Programs were created to bridge the gap from school to home.  Parents were empowered to move from being cultural survivors to being cultural leaders.

Jaleelah Hassan Ahmed, Hamtramck Public Schools, Hamtramck, MI

Session E

The Importance of Play in Creating Equity and Changing the Mathematical Mindsets of Middle School Students

Target Audience: Middle and high school teachers, administrators, and teacher educators

This interactive session will describe the effects of using logic games with middle school students during a 6-week virtual summer program. Participants will see videos and hear discussions of middle school students and their teachers reflecting on the importance of playfulness in changing attitudes about mathematics. When students were able to participate in rich mathematical discussions and see mathematics as the study of logic, they developed a new confidence in their ability to strategize and think like mathematicians.

Ann Dominick, Birmingham-Southern College
Taylor Eads, College Admissions Made Possible


12:00 p.m. EST

Session A

Reducing Racial Disparities and Promoting Academic Equity Through Well-Designed Small-Group Instruction

Target Audience: K-12 teachers and administrators

Small-group instruction (i.e., peer learning) is an evidence-based practice that can enhance peer relations, reduce bias and prejudice, reduce academic disparities among students of color, and promote equity in the classroom. However, teachers often implement peer learning by simply putting students in groups. This approach may be quick and easy, but often lacks several important design principles. In this workshop, attendees will develop a deep understanding of these design principles while participating in authentic small-group lessons that will engage participants while demonstrating these key principles.

Mark J. Van Ryzin, University of Oregon


Session B

Embodied Meaning Making: Using Applied Theater to Support Language Learners

Target Audience: Teachers and administrators who work with language learners

This workshop offers participants an opportunity to explore and experience how embodied and participatory activities can support dialogue and meaning making in the multilingual classroom. This interactive online workshop will offer teachers techniques from various applied theater conventions that support community building and meaning-making.

Susanna Brock, Education Manager at Spellbound Theatre
Yusi Gao, Brearley School, New York City
Helio Andres Sepulveda Zornosa
, Queens College


Session C

Discrimination and Stereotypes: A Template for Creating Change Agents in All our Schools

Target Audience: All

The purpose of this session is to describe a way we can bring awareness of the ongoing racism, discrimination, and stereotyping some of our society continues to hold on to from our past, while also creating change-agents within our students. A captive audience of all stakeholders is necessary to create the change we seek. The most powerful time to create lasting change is by empowering our youth to become the change-agents of the future.

Chris Gordon, Joseph K. Lumsden Bahweting Anishinaabe Public School Academy


Session D

Unpacking Your Own Backpack: The Role Implicit Bias and Privilege Play in Your Teaching

Target Audience: All

This session is designed for educators who want to explore the concepts of race, culture, identity, bias, privilege, and marginalization within themselves, as a way to begin building more equitable classrooms. Participants will define and dissect the concepts of race and culture in our modern school context and engage in learning related to the ideas of implicit bias and privilege, and the impact of one’s own identity on teaching practices.

Amanda Lezotte, Berrien Regional Educational Service Agency


1:00 p.m. EST                   

Keynote: Christopher Emdin


2:00 p.m. EST

Session A

The 5th Element: Using Hip Hop Culture to Teach Black History

Target Audience: All

Participants will be guided through examples of how hip-hop culture can be used to engage students in making connections between their prior knowledge, personal experience, and current events and will be provided tools to share with their students to interpret primary source material using hip-hop culture as a point of reference.

Khalid el-Hakim, Founder and curator of the Black History 101 Mobile Museum

Session B

Addressing Stereotype and Prejudice in the Middle School Classroom

Target Audience: Middle school teachers and teacher educators

Participants will learn how a professor who teaches undergraduate psychology used children’s and young adult literature as conversation starters for deep discussions about implicit bias, stereotypes, and prejudice that impact classroom environments and learning. These books and tools can be used in middle school, high school, and college classes.

Leslie Zorwick, Hendrix College


Session C

Responses to Inequity

Target Audience: All

The session addresses how mainstream educational practices inadequately serve students from vulnerable communities, discusses the impact of discrimination on identity development, and documents the power of constructivist interventions informed by Piaget, Vygotsky, and Freire.

David Kritt, College of Staten Island/CUNY
Abel Rubén Hernández-Ulloa, Universidad de Guanajuato
Gene Fellner, College of Staten Island/CUNY


Session D

Diversity: Who are you? Why are you here?

Target Audience: All

In this session, participants will be encouraged to reflect on their identities as a means of understanding the diverse populations they will serve in the classroom. The audience will be invited to observe and discuss current data that impact marginalized populations in all classrooms. Student data will be analyzed as well as the impact that understanding identity has on mathematical achievement in the classroom.

Taajah Witherspoon, University of Alabama at Birmingham


3:00 p.m. EST

Session A

Systems of Influence Upon Individuals

Target Audience: Preservice and in-service teachers and teacher educators

This session will focus on systems of influence upon individuals.  Responses to inequity include use of journal reflection among prospective and in-service teachers and the importance of informed discourse in a community organization.

David Kritt, College of Staten Island/CUNY
Obed Arango, The University of Pennsylvania
Holly Link,
The University of Pennsylvania


Session B

The Fluid Curriculum: Teacher Controlled Curriculum as a Means to Equity

Target Audience: All

In this session, the presenters will examine how shifting the sources of curriculum from external “teacher proof” scripts back to internal teacher-created approaches can lead to a more equitable, just, and meaningful experience.

Bradley Conrad, Capital University
Bruce Uhrmacher,
University of Denver
Christy McConnell, University of Northern Colorado


Session C

Equity, Understanding, and Acceptance: Creating a LGBTQ+ Affirming Classroom

Target Audience: All

To teach now, we must include the ever visually growing queer and trans population of students.  In this session, three presenters will share what teachers need to know about best practices including:  intersectionality, safe-spaces, brave spaces, person first language, dos/don’ts of teaching LBGTQ+ literature, and LGBTQ+ history; and how difficult it can be to make peace with one’s identify when it becomes the center of political debate. It is vital that educators help prepare today’s youth for an increasingly diverse world.  The purpose of this session is to share and educate educators about how to teach all learners in their classrooms.

Angela Falter Thomas, Bowling Green State University
Olivia Behm,
Wauseon High School Teacher Wauseon, Ohio
Calvin Kern, Bowling Green State University


Session D
Constructing Social Justice Through Autonomy

Target Audience: All

This session will describe how autonomy inspired personal responsibility during a 6-week virtual summer program. Hear accounts from students and families about how a constructivist centered STREAM approach impacted students’ individual confidence and academic mindset.

Gay F. Barnes, Birmingham-Southern College
Taylor Eads, College Admissions Made Possible


Session E

Self-care During the School-day Mitigates Burnout, Secondary Traumatic Stress, and Compassion Fatigue

Intended Audience: All

Teacher attrition is a global concern, especially in high risk schools. Studies link burnout and stress as a reason for teachers’ leaving. A mixed methods study examined the relationship between burnout and use of self-care during the school day. A discussion on how administration can support self-care throughout the school day and in what ways self-care is already being supported within the school day.

Lori Vanderwill, University of Washington School of Social Work


4:00 p.m. EST

Session A

Classroom as Small Societies of Collaborative Learning and Social Justice

Target Audience: All

It is critical that schools expand their role in young citizens’ learning to understand the participatory nature of democracy and how participation creates power that can promote social justice. The workshop offers illustrations of democratic classrooms that encourage students to follow their ideas across curricula and grade levels, collaborate with peers, experience success and error, learn from both, and transform their thinking and actions. These are the inclusive settings that promote equal rights and opportunities.

Jacqueline Grennon Brooks, Hofstra University


Session B

Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study

Intended Audience: Pre-K – elementary teachers, administrators, and teacher educators.

This session will introduce participants to the theoretical underpinnings of Head Start and the Reggio Emilia Approach, Reggio inspired principles, and the protocols for the case study investigating Head Start preschool teachers’ perceptions of Reggio Emilia principles.  Findings from observations, interviews and surveys reveal interesting similarities and differences across three cases, which were Head Start Programs located in New Mexico, Massachusetts, and Tennessee.

Tara Terry Voit, Santa Fe Community College
Jane Broderick, East Tennessee State University


Session C

Asset Based Approach to Developing African American Male Students’ Academic Identity and Achievement Motivation

Intended Audience: Upper elementary and high school teachers, administrators, and teacher educators

The goal of this session is to engage stakeholders in expanding the boundaries of the learning paradigm for African American male learners to include asset-based approaches to curriculum, instruction, and learning environments represents a high leverage strategy in the development of this population’s academic identity and achievement motivation.

Rashid Faisal, Teachers College of Columbia University


Session D

Low performing schools in North Carolina: Teachers, Economic Disadvantage and Social Justice

Intended Audience: Middle school teachers and administrators

The purpose of this session is discuss some of the variables in low and high performing middle schools to ensure learning for the economically disadvantaged and those currently not ready for the grade in which they find themselves. Participants will discuss what can be done and will develop some policy statements that would inform policy makers.

James S. Etim, Winston Salem State University
Alice Etim, Winston Salem State University


5:00 p.m. EST

Session A

Analysis of Equality and Its Classroom Directives

Target Audience: All

Through analysis and clarification of the concept of equality and confusion surrounding the concept, the session advocates for classroom practices that are truthful to ‘equality’ and enhances the essence of equal education.

Rose Gong, Eastern Illinois University


Session B

Moving Beyond the Data Pandemic: Imagining a Constructivist Future

Target Audience: All

This presentation is a discussion-based exploration of how current, 21st century data-driven schools and schooling might be organized, if they were built on constructivist principles.

The presenters will begin by briefly reviewing the historical forces that have shaped our current circumstances. They will then lead the participants in a discussion about how educational practice would, and could, change now that COVID-19 has forced students, teachers, and parents alike to carefully consider what is really important to learn and how learning may be best facilitated.

Bruce Marlowe, University of South Carolina Beaufort
Volkan Sevim, University of South Carolina Beaufort


Session C

Creating Inclusive College Classrooms

Target Audience: Teachers, Teacher Educators

This workshop presents key areas where we can make small modifications to our teaching to make our college classrooms more inclusive. The areas include the course syllabus, curriculum, pedagogy, assessments, and communication with students. Participants will have opportunities to think about, discuss, and practice specific ways of modifying their teaching to make it more inclusive and should leave the session with a specific plan on intended changes to be made.

Karla I. Loya, University of Hartford


Session D

Classroom Questions: When Culture, Teaching, and Learning Collide

Target Audience: All

Student questions are important for engagement that stimulates the understanding of new information. While most teachers would acknowledge that student curiosity and questioning is important, few classrooms demonstrate this belief. The purpose of this study was to examine the effect of professional development on the ability of Ugandan students to ask meaningful questions. Professional development focused on promoting student questioning and students were assessed using a formative language assessment. Findings indicate that teachers can teach student to ask meaningful questions.

Amelia Spencer, Birmingham-Southern College