This study explores educators’ meaning-making with Mindful Outdoor Engagements (MOEs) – slow, guided walks through forest spaces. In semi-structured interviews with educators participating in MOEs, participants shared experiencing a deeper connection to nature; using MOEs as a counter to technology saturation; and supporting the development of social-emotional skills and environmental care.
This qualitative case study explores preservice social studies teachers’ engagement in an instructional intervention designed to foster critical evaluation of AI-generated lesson materials. Findings indicate that participants valued AI for efficiency and ease of use but preferred human-generated materials due to concerns about academic rigor, personalization, and pedagogical effectiveness.
Associate Professor, Educational Psychology, Queens College, CUNY
Alpana Bhattacharya is an Associate Professor of Educational Psychology in the Secondary Education and Youth Services department at Queens College and the Ph.D. Program in Educational Psychology at the Graduate Center, the City University of New York. Her research interests include lit... Read More →
Research shows that programs that explicitly prepare preservice teachers to engage with families can have a positive impact on teachers' abilities to do so (Mancenido & Pello, 2020). This presentation explores the ways in which a course entitled Families, Communities & Schools has leveraged cross-generational learning to help preservice teachers to develop positive dispositions and practical strategies for working with diverse families in an urban school district.
Senior Lecturer, Barnard College, Columbia University
I am the Certification Officer for the Barnard Education Program. I advise all of the students in our EPP. Additionally, I teach many of the courses for our EPP. While much of my work revolves around policies regarding the preparation of educators, I am also interested in the relationships... Read More →
