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:
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.
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,
Principal Investigator Boston University Center on the Ecology of Early Development |
Dr. Kyle DeMeo Cook,
Project Director Boston University Center on the Ecology of Early Development |
Sara Moran, MA,
Researcher Boston University Center on the Ecology of Early Development |
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:
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If you're interested in learning how you can use the ACSES Tool in your school, send us an email at ceed@bu.edu!
| Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms |
| ACSES Information.pdf |
| ACSES Information.docx |
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 programsRead the report here
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Montessori research conference in January 2021
Presentation videos are available here