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EDUCATION FOR SELF-ACTUALIZATION


Researchers at CEED, in partnership with colleagues from other universities and organizations, are working to transform the education experience of Black children by conducting research that is focused on anti-racist professional development for educators and practitioners, the development of measures of equitable classroom instruction, and how non-traditional education pedagogies (e.g., Montessori, African-centered) are related to school success and wellbing. 

Projects Supporting the Education for Self-Actualization Initiative:

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1. ​Boston University - Multnomah County Preschool for All (PFA) Research & Evaluation Partnership

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A Note from the Principal investigator:

Hello,
​ 
Welcome to the informational page for the Multnomah County Preschool for All (PFA) Evaluation. I am Dr. Stephanie M. Curenton, the Principal Investigator for this project. My research team at Boston University’s Center on the Ecology of Early Development (CEED) is working closely with Multnomah County Preschool for All. We are studying the program to help learn about the perspectives and experiences of community members, preschool providers, families and children using a racial equity framework. Thank you for your interest in the study. To learn more, visit our Frequently Asked Questions section below or contact us at ceed@bu.edu. We look forward to sharing our findings with you. 
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Frequently Asked Questions (FAQs):

The research team:

Dr. Stephanie M Curenton
​Dr. Stephanie M. Curenton,
​Principal Investigator 
​

Boston University
Center on the Ecology of Early Development
Dr. Kyle DeMeo Cook
Dr. Kyle DeMeo Cook,
Project Director 
​

Boston University 
Center on the Ecology of Early Development
Sara Moran, MA
Sara Moran, MA,
Researcher


Boston University 
Center on the Ecology of Early Development
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2. THE ACSES MEASURE

The Assessing Classroom Sociocultural Equity Scale (ACSES) is a reliable and valid assessment designed to improve bidirectional interactions between teachers and children as well as children’s peer-to peer interactions within early childhood classrooms environments. The goal of this measure is to assess classroom interactions, in order to incorporate the cultural knowledge, experiences, and diverse learning and communication styles of racially minoritized learners into classroom teachings by:
  • acknowledging, challenging, and rejecting racism, sexism, classism, and other forms of oppression;
  • emphasizing and actively engaging in issues focused on social justice, democracy, and human rights;
  • striving for an equitable distribution of power and participation between teachers and children.
If you're interested in learning how you can use the ACSES Tool in your school, send us an email at ceed@bu.edu!

  • What is ACSES?
  • ACSES Tool
  • More Information
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Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms
File Size: 237 kb
File Type: pdf
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ACSES Information.pdf
File Size: 463 kb
File Type: pdf
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ACSES Information.docx
File Size: 557 kb
File Type: docx
Download File

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3. The Montessori Study

Montessori education is a student-led, self-paced but guided method that uses strategic and purposely created materials for students to learn content. 

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Enrollment practices can hinder equitable access to public montessori pre-k programs

Read the report here

Montessori research conference in January 2021

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Presentation videos are available here

ACSES Resources:

Validity of the ACSES Measure

Influence of Culture-Related Experiences and Socio-demographic Risk Factors on Cognitive Readiness Among Preschoolers



Montessori Resources:

How to use Montessori Materials to Teach Content

Montessori Numbers for Kids (game app)

​COVID 19 Resources from the American Montessori Society

​Montessori Family Alliance

Back to Current Initiatives

Wheelock College of Education & Human Development
Center on the Ecology of Early Development​
2 Silber Way, Boston, MA, 02215
​CEED@bu.edu
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