There are two main purposes for this course. The first is to help students develop a better understanding of different cultures and the challenges and benefits of cultural diversity. The second is to provide students with the background knowledge, understandings, and techniques to work effectively with learners from diverse cultural and ethnic backgrounds.
This course is about stories: stories of individual people’s identities, of diverse communities’ identities, of our nation, and what it means to be “American.” It’s about whose stories get told, whose are missing, who is allowed to tell these stories, who is silenced, which stories are considered important, which inconsequential. It’s about how the stories we know, think we know, and have never heard that affect the lives of millions of individuals—including our students—in both positive and negative ways. It’s about listening to other people’s stories and thinking about our own, considering how these stories intersect and will inform our classroom practice, our care for our students, and our identities as teachers, scholars, and citizens.
|Dates||March 1-6, 2022|
|Format||Virtual: Course to take place via Zoom and Canvas.|
|Location for on-site courses||Building 2775, 2nd Floor, Room 11. Kapaun Air Station,|
|Hours||Tuesdays during the course dates from 6pm – 8pm CET|
|Last day to enroll or drop without penalty||January 31, 2022|
|Name||Ms. Cinthia Raez & Ms. Izete Seppala|
|Office address/location||Ramstein Education Center, Bldg. 2120, 4th Floor, Room 421, Ramstein AB, Germany|
|Office hours||Monday- Friday on Ramstein AB- 8:30 a.m. - 4:30 p.m.|
|DSN and CIV phone||DSN: 480-6807 or CIV: 49-06371-47-6807|
|Course Professor:||Erin M. Casey, Ph.D.|
|Mailing Address:||820 Van Vleet Oval, Office 125,|
|Norman, OK 73019|
|Professor availability:||The professor will be available via email to students before and after the class sessions. The professor is also available for meeting through Zoom at the request of the student.|
Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.
Selected readings found on our Canvas site for the course.
This course has been designed to provide a basic introduction to the historical, sociological and philosophical foundations of multicultural education. The following are the general instructional goals of this course:
1. To examine the nature of intergroup relations in U.S. society from different theoretical perspectives in order to shed light on the causes and complex dynamics of racism, neocolonialism, classism, sexism and other forms of discrimination and intergroup conflict.
2. To promote the study of the historical and contemporary experiences and contributions of people of color, women and other underrepresented groups.
3. To analyze the influence on learning of such social identities as race, class, ethnicity, language and gender and to understand how discrimination based on these factors translates into school structures, policies and practices that perpetuate inequality.
4. To develop a sound philosophical rationale for multicultural education and critically examine the role of multicultural education in school reform and social change.
5. To reconcile the contradiction of teacher and student and become critical co-investigators through dialogue (i.e., naming, reflecting, and acting upon reality).5
5 Freire, Paulo. (1970). Pedagogy of the Oppressed. New York: Seabury Press.
1. Attendance & Participation - 35 points total (5 points per class x 7 classes)
As a member of this class, you are responsible for the learning that takes place during each class meeting. You are expected to be prepared for each class and ready to participate in class discussions and activities. You are expected to attend all sessions and complete all assigned readings and course tasks. Your presence is important.
* If you miss a class, you must write a two-page paper in response to the assigned readings. A one-page paper on a cultural event (e.g., art or music show, film, festival, political demonstration, lecture, etc.) that you attended this semester will also be required. In this paper, describe an experience that took you out of your own cultural frame, as well as any new understandings you ascertained about the culture represented. In the event you miss more than one class, you will need to have a conference with the instructor to see if you can complete the course.
2. Reading Discussion Facilitation – 20 points total (10 points per time x 2)
You will be responsible for leading discussion for 20 minutes on one of the class themes. When preparing your discussion, consider the following questions: What does the theme of the class
mean? How do the readings respond to the theme? What can we do as a group to facilitate thoughtful discussions about the theme? Which key concepts do we want to convey or highlight in this discussion? What do we want the class to learn from the discussion? Please email me your facilitation plan two days before your presentation. I encourage you to experiment with different ways (e.g., posing questions, simulations, mini-lecture, etc.) of facilitating discussion.
3. Response Papers – 18 points total (3 pts each x 6)
You will be responsible for seven single-spaced, one-page response papers during the semester. In these papers, you will respond to and make connections between your academic and personal life experiences and the course readings. You can also include reflections on other class activities. Remember that the reflection journals are a space for you to connect with the readings, apply them to your life and share that information with me. Reflection journals are due as indicated on the calendar, except on (Family Education History Project due) and the day of the poster session.
4. Case Study Reflection Journals 15 points total (3 pts each x 5)
You will be responsible for writing a one-page single-spaced reflection paper for six of the case studies in Affirming Diversity. Use the questions provided after the case studies to guide your thinking. With each case study identify ways in which they can connect to your own case study (your final project).
5. The ABC's of Cultural Understanding and Communication 50pts. total
See the course schedule for different due dates for each section.
The ABC’s contains three major sections: A – Autobiography; B – Biography of another person; C1 – Cross-cultural analyses of similarities and differences; C2 – Cultural analyses of differences; C3 – Culturally-responsive teaching plans. The final product will contain all rough drafts and notes from interviews, autobiography, biography, cultural analyses, and culturally- responsive teaching plans.
A. Autobiography – 10 points
Each student will write a detailed autobiography with significant life events. Starting with earliest memories, include family origins, education, foods, celebrations, fun, victories, traumatic events, loves, honors, disappointments and anything else you consider important. (You can use these headings to order your biography.) The life story should demonstrate the time and thoughtfulness you took to write it.
B. Biography – 10 points
Each student will interview and write a biography of someone who is from a different culture than your own and include significant life events, like family origins, education, foods, celebrations, fun, victories, traumatic events, loves, honors, disappointments and anything else considered important. The person must also have a significantly different skin color than yours. The person's language and home community will also be studied. Include special words and phrases in the language or dialect. Each student will schedule to meet with the interviewee at least 3 times. After your initial interview, you will write up the interview. You will ask questions for clarification or elaboration in your follow- up interviews (2 and 3). Interviews may be tape-recorded with the interviewee's permission and must be returned to the interviewee after you have obtained biographical information. You need to share your biography with your interviewee. The interviewee’s reading of the biography will help you validate the information. If the interviewee does not want to be recorded, then you must respect the interviewee's wishes. Please use a
pseudonym on the biography to protect the identity of your interviewee unless he/she wants his/her real name to appear on the biography.
C1. Cross-Cultural Analyses – 5 points
When performing cultural self-analyses (Spindler & Spindler, 1987), you will compare and contrast your own culture with the interviewee's culture. A list of similarities and differences will result. This can be in a chart form such as a traditional Venn diagram or an iceberg Venn diagram. (You will study similarities and differences, and analyze cultural perspectives that might reveal cultural conflicts.)
C2.Cultural Analyses of Differences – 5 points
Last, you will analyze the differences, explaining the differences that cause you discomfort and those that you admire. After each difference, explain in detail, why you admire that difference or why that difference makes you feel a bit uncomfortable.
Honesty is the key to this assignment. Typically students have at least 5 typed pages for the analyses of differences.
C3. Culturally Responsive Teaching Plans – 10 points
You will write five culturally-responsive lesson plans ready to be implemented to support diversity in a classroom. Each lesson plan have to include a) lesson objectives; b) procedures; c) materials; d) How lesson activity(ies) connect between and among home- school-community and its relation to your content area. If you are teaching a particular content area, then the lessons must relate to the curriculum in that content area. If you are not currently teaching, go to a local school to obtain a curriculum.
You can find lesson ideas from professional books or the Internet. The internet is invaluable to help you with ideas.
(An example: Earth Science, grade 9 – a local meteorologist will be invited to attend classes to discuss weather patterns and their effect upon the local environment and economy. Students will be expected to prepare discussion questions prior to this visit and to complete one of several options for writing assignments after the visit. Such assignments may include a review for the student newspaper/school newsletter, a thank you letter to the guest, a descriptive outline to be sent home to parents, or a summary that may be sent to the Board of Education to encourage support of similar events in the future)
6. PowerPoint featuring ABC's of Cultural Understanding and Communication 10pts.
Create a Power Point featuring the components of each part of the ABC’s of Cultural Understanding and Communication assignment. For each section (A, B, C1, C2, C3[I-V], create a least one slide listing the major or key points. Follow each of these slides with a slide which outlines 3 connections to course content. Example: For the autobiography, complete one slide of key points (at least 7), then follow this slide with another slide where you connect three course content connections to things from your autobiography. Be sure to cite those connections to the source. Use this pattern for each section including separate slides for each lesson plan. Then, you will need to present this presentation in a flip grid video for others to watch. You will need to watch and comment upon at least three other classmates’ videos before the final course date for points.
This is a letter-graded course: A, B, C, D, or F.
A = 90-100 Outstanding – Exceptional quality and effort. Goes beyond meeting the stated requirements
B = 80-89 Very Good – Clear indication of effort, understanding, and good quality work. C = 70-79 Average – Adequately meets requirements.
D = 60-69 Below Average – Poor quality, incomplete assignment, sparse content.
Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.
Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.
If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.
Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.
OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.
Academic Integrity and Student Conduct
Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.
Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html
Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/
The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.
Adjustment for Pregnancy/Childbirth-Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at email@example.com or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html
Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/
Statement on Respect
The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement. Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.
It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.
Erin M. Casey, Ph.D. (firstname.lastname@example.org) 820 Van Vleet Oval, rm. 125
Collings Hall 119, Norman, OK 73019
Ph.D., Curriculum and Instruction, University of Arkansas, 2010 (Emphasis: Early Childhood Education; Dissertation Title: Exploring the influences of multicultural literature and teacher-child discussions on improving racial attitudes in pre-kindergarten children: A mixed-methods approach.)
M.Ed., Curriculum and Instruction, University of Houston, 2003 B.A., Mass Communication, Louisiana State University, 1995
Assistant Professor, August 2019 - Present
Early Childhood Education
Instructional Leadership and Academic Curriculum The University of Oklahoma, Norman, OK
Assistant Professor, 2015 - 2019
College of Health Sciences and Education – School of Education Louisiana State University, Baton Rouge, LA
Clinical Assistant Professor in Childhood Education 2010 - 2015 College of Education and Health Professions – Curriculum & Instruction The University of Arkansas, Fayetteville, AR
Graduate Teaching Assistant & Research Assistant, 2007 – 2010 College of Education and Health Professions – Curriculum & Instruction The University of Arkansas, Fayetteville, AR
Coordinator of Educational Department Tutoring Program & Adjunct Instructor, 2007 - 2008
College of Education
The University of Arkansas –Fort Smith, AR
Kindergarten Teacher, 2003-2005 Tangipahoa Parish School District, Amite, LA
Bilingual (Spanish) Kindergarten and First Grade Teacher, 1997-2003 Houston Independent School District, Houston, TX
PUBLICATIONS – Peer Reviewed
Casey, E.M. (2020). Can pre-k use C3? Exploring the usefulness of the C3 Framework for prekindergarten students and their teacher in an inquiry on landmarks. The Social Studies. DOI: 10.1080/00377996.2020.1854162. (Impact Factor = 4.038).
Casey, E.M. (2020). What’s my favorite landmark? Investigating pre-kindergartener’s interest and ability during a C3 Framework inquiry. Social Studies and the Young Learner 33(2), 9-13.
Casey, E.M., & Casey, J. (2019). Building democratic citizenship competencies in K-5 economics through analysis of popular culture. Social Studies Research and Practice, 14(1), 135-149. https://doi.org/10.1108/SSRP-12-2018-0048
Casey, E.M., DiCarlo, C., & Sheldon, K. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies, 43(4), 361-373 (Impact Factor=1.08).
Casey, E.M. (2018). What If We Could Make America Great Again? Taboo: The Journal of Culture and Education, 17 (2). https://doi.org/10.31390/taboo.17.2.04
Casey, E.M., Tobin, K. J., & Cruz, M. (2018). Chanting about citizenship: Using arts-integration in the C3 Framework. Social Studies and the Young Learner, 30 (3), 14-19.
Casey, E.M. & DiCarlo, C.F. (2018). Early childhood education teachers’ constructs of teacher quality in Belize. Early Child Development and Care, 1-15. DOI:10.1080/03004430.2017.1337009 (Impact Factor = .968)
Casey, E.M. (2016). Her/Him, them, and me: Using a three-perspective format in social studies methods to promote intercultural education initiatives. Journal of International Social Studies, 6(3), 23-36.
Casey, E.M. & DiCarlo, C.F. (2016). Social studies surprises found in the garden. Focus on PK/K, Early Years Bulletin, 4(2), 7-10. http://www.acei.org/sites/default/files/eybwinter2016.pdf.
Casey, E.M. (2016b). Voices of parents: Early childhood education in Belize. In M. Berson & I. Berson (Eds.), Child advocacy and early childhood education policies in the Caribbean, Vol. 6. (pp.125- 146). Charlotte, NC: Information Age Publishing.
Hudson, M.K. & Casey, E.M. (2016) Assessing and planning for second language literacy success with middle-level refugee children. Childhood Education, 92(2), 158-160.
Casey, E.M. & DiCarlo, C.F. (2015, Fall). Play traditions in the Garifuna culture of Belize. International Play Association, www.Ipausa.org.
Casey, E.M. (2014). Finding treasures in play. Early Years: Journal of the Texas Association for the Education of Young Children, 35(2): 27-29.
Casey, E.M. (2014). Using literacy response activities with early childhood English language learners and immigrant students. In J. Keenwe & G. Onchwari (Eds.), Cross-Cultural considerations in the education of young immigrant learners (pp.50-66). Hershey, PA: IGI Global.
PUBLICATIONS – Under Review
Casey, E.M. Racism, bullying, divorce, death: Pre-Teachers discuss presenting “tender topics” to children to foster justice-oriented citizenship competencies.
Dewhirst, C. B. & Casey, E.M. Play during a time of social distancing. Journal of Research in Childhood Education.
Casey, E.M. & Dewhirst, C. B. Factors affecting parent and child play experiences during the COVID-19 spread and initial social distancing efforts. Journal of Research in Childhood Education.
PUBLICATIONS – Non-Peer Reviewed
Casey, E.M. (2016a) Life and play in the Garifuna culture of Dangriga, Belize. Childhood Explorer 3(4). http://www.childhoodexplorer.org/new-page-1.
Casey, E.M. (2009). Long-term effects of the summer learning environment. Research and Policy Briefs for Educational Leaders. March 2009, 9(2).
Casey, E.M. (2009). An introduction to character education. Research and Policy Briefs for Educational Leaders. June 2009, 9(3).
PAPERS IN PROGRESS (Note: * Student Mentee)
Spivey, E.* & Casey, E.M. Speed dating with books.
Casey, E.M. & Spivey, E.* Principals as gatekeepers to experiences explored through multicultural literature: Beliefs, concerns, and needs.
Smith, A.* & Casey, E.M. Using the C3 Inquiry Arc to investigate happiness with pre-kindergarten children.
Casey, E.M. & Albornoz Moraga, C. * Burn-out In Belize: Reasons for leaving & loving global education teaching experiences.
PRESENTATIONS Peer Reviewed
Dewhirst, C. & Casey, E.M. (2021, June 14). Early childhood teacher preparation programs as supporters of parent-child play. Paper presented at the National Association of Early Childhood Teacher Educators (NAECTE) Annual Virtual Conference on June 14, 2021, virtual conference format.
Dewhirst, C. & Casey, E.M. (2021, April 8-12). Play during social distancing [Paper Presentation] AERA Annual Meeting (Virtual Conference).
Casey, E.M. & Spivey, E. (2021, April 8-12). “Not in My School!” Understanding ECE principals’ willingness to allow diverse literacy experiences in schools". [Roundtable Session] AERA Annual Meeting (Virtual Conference).
Casey, E.M. (2020, November 4 -7). "The giant chicken means I’m almost at Grandma’s!” Investigating Pre-Kindergartener’s Interest and Ability During a C3 Social Studies Landmarks Inquiry [Paper Presentation]. NAEYC Annual Conference (Conference Canceled).
Casey, E.M. & Dewhirst, C. (2020, November 4). Play during social distancing: Learning about parents, kids, and play when stuck at home [Paper Presentation]. NAECTE Annual Conference (Virtual Conference).
Spivey, E. & Casey, E.M. (2020, November 4). Speed dating with books: Examining quick choices about diverse literature home [Paper Presentation]. NAECTE Annual Conference (Virtual Conference).
Casey, E. (2020, June 9). Embracing the community through C3 social studies inquiry in early childhood.
[Paper Presentation]. NAECTE Annual Conference (Virtual Conference).
Casey, E.M. (2020, Apr 17 - 21). "The giant chicken means we're near grandma's!" Investigating pre-kindergarteners' interest/ability while using College, Career, and Civic Life (C3) geographic inquiry [Poster Session]. AERA Annual Meeting San Francisco,
CA http://tinyurl.com/unt9s7o (Conference Canceled).
Casey, E.M. (2019, November 20-21). Can Pre-K do C3? Understanding young children’s ability to conduct social studies inquiry [Symposium Presentation]. CUFA Annual Conference, Austin, TX. Symposium proposal author and presenter.
Casey, E.M. & E. Spivey. (2019, November 20). Cold feet? Principal feelings and beliefs about using tender topic storybooks [Paper Presentation]. NAECTE Annual Conference, Nashville, TN.
Brown, D. & Casey, E.M. (2019, November 20). How to write a differentiated lesson plan that meets the needs of all English Language Learners [Paper Presentation]. NAECTE Annual Conference, Nashville, TN.
Casey, E.M. (2019, April 5-9). Creating a continual cycle of justice-oriented citizens: Examining the use of inquiry learning in preK-16 [Symposium Presentation]. AERA Annual Meeting, Toronto, Canada. Symposium proposal author and presenter.
Casey, E.M. & VanDehei, K. (2019, April 5-9). Racism, bullying, divorce, death: Pre-Teachers discuss presenting ‘tender topics’ to children to foster justice-oriented citizens [Paper Presentation].
AERA Annual Meeting, Toronto, Canada.
Casey, E.M. & DiCarlo, C. (2019, April 5-9). Examining teacher efficacy and politicized curriculums in Belize, Africa, and the Caribbean [Symposium Presentation]. AERA Annual Meeting, Toronto, Canada.
Casey, E.M. & VanDehei. K. (2018, November 30 - Dec. 2). There’s a book for that! Using bibliotherapy in social studies [Poster Presentation]. NCSS annual conference, Chicago, IL.
Casey, E.M. & Albornoz Moraga, C. (2018, November 14). Burn-out In Belize: Reasons for leaving & loving global education teaching experiences [Poster Presentation]. NAECTE Annual Conference, Washington D.C.
Casey, E.M. & Eisworth, H. (2018, November 14). "That was a little weird.": Teacher candidates' reflections on discussing tender topics [Paper Presentation]. NAECTE Annual Conference, Washington D.C.
Casey, E.M., DiCarlo, C., & Sheldon, K. (2018, October 17-18). Growing democratic futures in the preschool garden: An inquiry project promotes social studies developmental goals and NCSS learning themes [Paper Presentation]. Curriculum & Pedagogy Conference, New Orleans, LA.
Casey, E.M. & VanDehei, K. (2018, October 17-18). Death, divorce, bullying, and racism: Pre-Teacher Candidates reflect upon discussing “tender topics” in an inquiry project designed to shape more democratically responsible children [Paper Presentation]. Curriculum & Pedagogy Conference, New Orleans, LA.
Casey, E.M. & DiCarlo, C. (2018, April 13-17). Early childhood education teachers’ constructs of teacher quality in Belize. [Paper Presentation]. AERA Annual Meeting, NY, NY.
Casey, E.M. & DiCarlo, C. (2017, November 17-19). “Growing” social studies in the early childhood garden [Poster Presentation]. NCSS Annual Conference, San Francisco, CA.
Casey, E.M. (2017, November 17). Perfect pathway! Using Reggio Emelia curriculum in ECE social studies development [Poster Presentation]. NCSS Annual Conference, San Francisco, CA.
Casey, E.M. (2017, November 15). College, career, and civic readiness with young children: Using the NCSS framework to promote inquiry-based learning in early childhood [Poster Presentation].
NAECTE Annual Conference, Atlanta, GA.
Casey, E.M., Eisworth, H., & Brown, D. (2017, November 15). Perspectives in poverty: Learning how to approach issues of poverty with young children [Paper Presentation]. NAECTE Annual Conference, Atlanta, GA.
Casey, E.M., Eisworth, H., & Brown, D. (2017, November 15). Young children understanding issues of poverty: Transformational learning experiences for students in early elementary social studies. [Paper Presentation]. NAECTE Annual Conference, Atlanta, GA.
Casey, E.M. & Tobin, K. J. (2017, October 18-19). Using arts-integration to shape responsible, caring democratic citizens [Paper Presentation]. Curriculum & Pedagogy Conference, New Orleans, LA.
Casey, E.M. (2016, Dec.). Which field experience design is best for social studies methods? [Poster Presentation]. NCSS Annual Conference, Washington, D.C.
Casey, E.M.& Tobin, K.J. (2016, Dec.). Art-attack! Creatively conquering elementary civic learning with arts integration [Paper Presentation]. NCSS Annual Conference, Washington, D.C.
Casey, E.M. & DiCarlo, C. (2016, Nov.). Growing a social studies garden - Using your state's crops to develop pre-school aged children's social knowledge of place [Paper Presentation]. NAECTE Annual Conference, Los Angeles, CA.
Casey, E.M. & DiCarlo, C.F. (2016, Nov.). Social studies in the garden! Teaching preschoolers about themselves and the community they live in through a social studies garden designed with early childhood and preschool social studies concepts and learning activities [Paper Presentation]. NAEYC Annual Conference, Los Angeles, CA.
Casey, E.M. & Eisworth, H.B. (2016, Nov.). Stimulating Transformation about Poverty through Multiple Perspectives, [Paper Presentation]. NAECTE Annual Conference, Los Angeles, CA.
Casey, E.M. & DiCarlo, C.F. (2016, March). Pedagogical inspirations revealed from analysis of play traditions in Belizean culture [Poster Presentation]. Association for Childhood Education International, Costa Rica.
Casey, E.M. (2016, March). Early childhood education in Belize: Using parents' perspectives to promote learning in a developing country [Paper Presentation]. Association for Childhood Education International, Costa Rica.
Hudson, M. & Casey, E.M. (2016, March). Assessing and planning for second language literacy success with refugee children [Paper Presentation]. Association for Childhood Education International, Costa Rica.
Sulentic-Dowell, M.M., Jolly, J. & Casey, E.M. (2016, April). The politics of education: Implications for global curriculum control and testing [Paper Presentation]. World Education Research Association Annual Meeting, Washington D.C.
Casey, E.M. & Brown. D. (2015, Nov.) Investigating teacher efficacy: A study of childhood education candidates’ and mentor teachers’ beliefs about their influence on student learning and behavior [Paper Presentation]. NAECTE Annual Conference, Orlando, FL.
Casey, E.M. (2015, Nov.). The parent perspective: Valuing the opinions of parents in early childhood education. [Poster Presentation]. NAECTE Annual convention, Orlando, FL.
Casey, E.M. & Brown. D. (2014, Nov.) Using art infused curriculum in early childhood social studies methods courses to be a reflective change agent [Paper Presentation]. NAECTE Annual Conference, Washington, D.C.
Casey, E.M. (2013, Nov.). Using culturally relevant pedagogy to build perspective in English as a second language teacher candidates [Paper Presentation]. NAECTE Annual Conference, Washington, D.C.
Casey, E.M. (2013, April). Utilizing the arts to scaffold learning for English language learners and all students [Paper Presentation]. Putting Literacy Center Stage Annual Conference, Little Rock, AR.
Casey, E.M. & Brown, D. (2012, Nov.). “I’ve been teaching in Belize! What did I learn?” -An analysis of early childhood pre-service teachers’ journal entries and experiences during a community service project in Belize [Poster Presentation]. NAECTE Annual Conference, Atlanta, GA.
Casey, E.M. (2012, Nov.). “Should we mention that Peter is an African American?” Using explicit discussion with multicultural literature to improve white preschoolers' racial attitudes [Paper Presentation]. NAEYC Annual Conference, Atlanta, GA.
Casey, E.M. (2011, Nov.). Using "popics" to get students excited about social studies: How to teach young children about popular culture by using historical comics [Paper Presentation]. NAEYC Annual Conference, Orlando, FL.
Casey, E.M. (2010, Nov.). “Brown people drive old cars.” —The Construction of racial attitudes in young children and the role of educators and teacher educators in guiding development [Paper Presentation]. NAECTE Annual Conference, Anaheim, CA.
Casey, E.M. (2009, April). “Will you be my friend?” - Understanding racial attitudes in young children and encouraging diversity in the classroom [Paper Presentation]. 3rd Annual Western Arkansas Childcare Conference, Fort Smith, AR.
INSTRUCTIONAL PRESENTATIONS - Invited
Casey, E.M. & Dewhirst, C. (2021). Become a Play Warrior! Key Conference presented to regional educators.
Casey, E.M. (2020, Sept. 23). Play-Based Learning Interim Study Presentation. Oklahoma State Legislature. Invited speaker to share the benefits of play on health and academic success with lawmakers for a future proposed bill.
Casey, E.M. & E. Spivey. (Feb. 2020) They’re too young to understand that! Discussing tender topics through literature in pre-k to third grade classrooms. Key Conference presented to regional educators.
Casey, E.M. (2018, October) Inquiry Learning and literacy processes to teachers in East Baton Rouge Parish.
Casey, E.M. (2017, June) Coastal Roots education program for Teachers, Dangriga, Belize.
Casey, E.M. (2016, June) Early childhood literacy instruction practices, preK-3 teachers, Dangriga, Belize, 10 teachers.
Casey, E.M. (2013, June) Literacy strategies, 63 pre k-5th grade teachers, Dangriga, Belize.
Casey, E.M. (2012, June) Early literacy practices, 22 teachers, Dangriga, Belize.
DIGITAL MEDIA - Invited
Casey, E.M. (2020, June 30). How to Fight Racism with Books! Zoom event. Bookish: An Indie Shop for Folks Who Read, Invited Guest Speaker. https://www.facebook.com/1668820766526388/videos/271150064338529
Casey, E.M. (2018, Episode 84). Inquiry in Elementary Education. Visions of Education Podcast Guest, https://visionsofed.com/2018/06/29/episode-84-inquiry-in-elementary-education/
Casey, E.M. (2018, July 31). Yahoo Lifestyle Consultant, LeBron James opened a new school that many are calling a 'game changer' — but what do educators really think? https://www.yahoo.com/lifestyle/lebrons-school-opened-yesterday-heres-educators-think-new- concept-195522810.html
GRANTS, HONORS, AND AWARDS RECEIVED
Outstanding Junior Faculty Award (2020), Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, University of Oklahoma.
Jeannine Rainbolt College of Education Research and Scholarship Grant (2020), Title of research: Preparing Early Childhood Educators to Present Tender Topics though Children’s Literature and Learning from Their Experiences. Co-authored with my graduate assistant Emily Spivey - $1000.
LSU CHSE Dean’s Auxiliary Research & Travel Grant (2018) - $1500.
LSU Peabody Society Dean’s Circle (2018) “An Investigation of Early Childhood Educators’ and Students’ Experiences Using Inquiry in Social Studies Instruction” - $3,000.
LSU CHSE Dean’s Auxiliary Research & Travel Grant (2018) – $1500. Southeastern Conference SEC Faculty Travel Grant (2017-2018) - $1000. LSU Junior Faculty Travel Grant (2018) - $750.
LSU CHSE Dean’s Internationalization Program Grant (2017) - Belize (Coastal Roots) - $6,372.
LSU CHSE Dean’s Auxiliary Research & Travel Grant (2017) – Italy $7909.
LSU Junior Faculty Travel Grant (2017) - $750.
LSU Junior Faculty Travel Grant (2016) - $750.
LSU CHSE Dean’s Auxiliary Research & Travel Grant (2016) – Spain. $2510. LSU CHSE Dean’s Internationalization Program Grant (2016) - Spain. $782. LSU CHSE Dean’s Internationalization Program Grant (2016) - Belize. $1671.
Louisiana Department of Education Teach and Believe Program Grant (2015-2016), “Baker City Schools and LSU College of Education Mentoring, Teacher Preparation and Arts Integration Project” $50,000.
LSU Junior Faculty Travel Grant (2015) - $750.
TOEFL Institute Grant (2013-2014), “An Investigation of K-12 Teachers' Beliefs about second language (English) listening development and instruction” - $15,000.
Commendation for Teaching Commitment (Spring 2012), Teacher and Faculty Support Center, UA.
GRANTS SUBMITTED_Not Funded
Casey, E.M. & Dewhirst, C. (2020). Play-Based Initiatives After a Time of Social Distancing.
Submitted to the Spencer Foundation Grant, $30,000, not funded.
Casey, E.M. & Stauffer, S. (2017). Curricular Partners in the Implementation of the NCSS C3 Framework. Submitted to the American Library Association Class II Field Studies, $10,000, not funded.
Piccoli, M., Sulentic-Dowell, M.M., & Casey, E.M. (2016). Using Improvisation to Increase Student Self-efficacy and Oral Proficiency in Learning a Second Language. Submitted to the National Endowment for the Arts, $80,507, not funded.
East Feliciana Parish Schools, Writing Development (July 2016-May 2017) – Worked monthly throughout the school year with teachers from preK-5th grade on development of writing skills in classrooms with students at Jackson Elementary School, Jackson, LA.
Courses at OU (# of times taught; 2019-present)
· EDEC 2203 Creative Expressions (2)
· EDEC 3573 Diverse Learners (4)
· EDEC 4513 (1) Integrated Curriculum 1st- 3rd (1)
· ILAC 5143 Theory and Research in Education (1)
· ILAC 6233 Implications of Diversity (1)
· ILAC 5970 Play, Creativity, and the Brain (1)
Courses at LSU (# of times taught; 2015-2019)
· EDCI 1001 Study Skills
· EDCI 2030 Introduction to Education (1)
· EDCI 3217 Elementary Social Studies Methods (9)
· EDCI 3481 Early Childhood Social Studies Methods (2)
· EDCI 4900 English as a Second Language Methods (2)
· EDCI 7475 Research Project in K-12 Teaching (2)
· EDCI 7315 Multicultural Children’s Literature (4)
· EDCI 7930 Inquiry-Based Learning Pre-K-12 (2)
· EDCI 7307 Social Studies Curriculum PreK-12th grade (1)
· EDCI 7311 Invitational Writing Institute (2)
Courses at UA (2010-2015)
Emergent & Developmental Literacy; Children’s Literature; Language Development; Teaching a Second Language Methods; Multicultural Education; Supervision of Student Teaching; Measurement and Statistics in School; Early Childhood Education and Child Development; Acquiring a Second Language; Integrated Social Studies Methods; Study Abroad & Community Service Project in Belize; Masters of Arts in Teaching Student Internship; Graduate Level Action Research in Elementary Education Practicum.
Service to the Profession
Treasurer (Fall 2019 – Fall 2023). National Association for Early Childhood Teacher Educators, (Elected Position - 2 terms).
On-line Conference Design Committee Member (Spring 2020 – Present). National Association for Early Childhood Teacher Educators (Appointed Position).
Chair (Spring 2021-Spring 2022). SIG Social Studies Research, American Educational Research Association (Elected Position).
Program Chair (Spring 2020 – Spring 2021). SIG Social Studies Research, American Educational Research Association (Elected Position).
Assistant Program Chair (Spring 2019 – Spring 2020). SIG Social Studies Research, American Educational Research Association (Elected Position).
Chair (Spring 2018-Spring 2019). SIG School Effectiveness and Improvement, American Educational Research Association (Elected Position).
Secretary and Treasurer (Spring 2017 – Spring 2018). SIG School Effectiveness and Improvement, American Educational Research Association (Elected Position).
Awards Committee Co-Chair (Fall 2015-Fall 2019). National Association for Early Childhood Teacher Educators (Appointed Position, 3 terms).
Discussant (November 2018). College and University Faculty Assembly for the National Council for the Social Studies Annual Conference, Chicago, IL (Invited).
Chair (November 2018). College and University Faculty Assembly Graduate Student Forum for the National Council for the Social Studies Annual Conference, Chicago, IL (Invited).
Chair (October 2018). Curriculum & Pedagogy Annual Conference, New Orleans, LA (Invited).
Awards Committee Member for the award for Global Understanding (Summer 2018 – Summer 2021). National Council of the Social Studies (Invited).
Reviewer of Conference Proposal Submissions (Spring 2012-Spring 2018). National Association for Early Childhood Teacher Educators.
Conference Proposal Chair (Fall 2013-Fall 2015). National Association for Early Childhood Teacher Educators (Appointed Position).
Reviewer of Conference Proposal Submissions (Spring 2017 & 2016). National Council of the Social Studies (20 total/year).
Reviewer of Conference Proposals (2017- 2020). American Educational Research Association (20 - 30/year)
Peer Reviewer of Articles (2017- Present). International Journal of Social Studies; Pedagogies: An International Journal; Caribbean Educational Research Journal; and the IGI Global Publication Service-Learning Initiatives in Teacher Education Programs.
Juror for Scholastic Art & Writing Awards Competition (Spring 2017 & 2016)
Oklahoma State Service
Assessment Creator (Fall 2020) Collaboration for creation towards a rubric for the Oklahoma Department of Human Services (DHS) for early childcare providers.
University of Oklahoma Service
College Technology Committee Member (Fall 2020 – Present)
ILAC Department Awards Committee Member (Fall 2020 – Present)
Presenter (January 2020) JRCoE Board of Advocates Meeting
Department Faculty Position Search Committee Member (Fall 2019 – Spring 2020)
Louisiana State University Service
Loving Louisiana & Literacy Program Supervisor (2017-2018) Managed EDCI 3127 Social Studies in Elementary Education students in service-learning project with the Boys & Girls Club of Baton Rouge.
Co-creator of elementary Social Studies CAEP assessment rubric (2017)
LSU Writing Project Advisory Board Member (2015-2019)
School of Education Dispositions Committee Member, (2016-2017)
University of Arkansas Service
University of Arkansas Faculty Senator (2014-Spring 2015) College of Education and Health Professions.
Faculty Advisor (2011-2015) Kappa Delta Pi, Alpha Beta Chapter.
Educational Advisory Board Member (Spring 2011-2015), Crystal Bridges Museum of American Art
Scholarship Committee Member (2011-2015) College of Education and Health Professions
NCATE Assessment Team Member (2010-2015) College of Education
Steering Board Committee Member (2011-2012) University of Arkansas Nursery School
GRADUATE COMMITTEES & ADVISING
The University of Oklahoma
Emily Spivey, Doctoral Candidate Advisor (2019 - present) Tabitha Christie, Doctoral Candidate Advisor (2020 – present)
Michelli Keith (2021 – present)
Member, Shaylee Chester (2021- present) Member, Rebecca Grimes (2021- present)
Master’s Comprehensive Exam Committee:
Melissa Yanni, Member, (2019 - present) Barhati Saha, Member, (2019 - present) Brooke Barnett, Member, Spring 2021 Elizabeth Buonoforte, Member, Fall 2020 Megan Rogers, Member, Fall 2020
Shane Spice, Member, Fall 2020 Nancy Alexis, Member, Fall 2020 Frances Simon, Member, Fall 2020 Jennifer Nyguen, Member, Fall 2020 Diana Busurto, Member, Fall 2020
Whitney Lawrence, Member, Spring 2020
Louisiana State University
Elizabeth Shoenberger, Doctoral Candidate Advisor, Fall 2018
Scott Blanchard, Doctoral Dissertation Committee member, Fall 2018 Scott Blanchard, Doctoral Final Exam, committee member, Spring 2018 Olanike Lawore, Doctoral Final Exam committee member, Spring 2018
Robyn Anderman, Dissertation Committee member, graduated May 2018
Kristina Mackenzie-Hudson, Dissertation Committee member, graduated May 2017 Scott Blanchard, Educational Specialist Advisor, graduated Summer 2017
Jose Estrada, Dissertation Committee member, graduated Summer 2017
Kristen Antoine, Doctoral Final Exam committee member, graduated Spring 2017
Amanda Schellhaas, Thesis Committee member, graduated Fall 2016 Chauncey Stephens, Honors Thesis Committee member, graduated May 2017 Amber Douet, M.Ed. Advisor, graduated in May 2018
Claire Fisse, M.Ed. Advisor, scheduled to graduate in May 2019 Rachel Boudreaux, M.Ed. Committee Member, Graduated Spring 2017 Kasey Waller, M.Ed. Committee Member, Graduated Spring 2017 Elizabeth Wrzesinski, M.Ed. Committee Member, Graduate Fall 2018 Amy Simenoux, M.Ed. Committee Member, Graduate Fall 2018
Linda Riley, M.Ed. Committee Member, Graduated Spring 2018 Gavin Matherne, M.Ed. Committee Member, Graduated Spring 2018
University of Arkansas
4 Dissertation Committees – member (completed)
63 Master’s Thesis Committees – member (completed) 22 Master’s Thesis Committee – chair (completed) over 100 Undergraduate Advisees (over 5 years)
American Educational Research Association, 2016 - Present
National Association for the Education of Young Children, 2009 - Present National Association for Early Childhood Teacher Educators, 2009 – Present National Council for the Social Studies, 2015 – 2019
National Council for the Social Studies - College and University Faculty Assembly 2018 – 2019
Inquiry Learning Model Summer Institute, (July 2018), National Council for the Social Studies, Washington, DC.
Population Education Institute, (July 2018), Leadership Workshop, NY, NY.
Reggio Emilia Learning Institute, (March 2017), Early Childhood Training, Reggio Emilia, Italy
Louisiana State University, (Fall 2017), Service Learning Scholar.
Louisiana State University, (Spring 2017), Communication Across the Curriculum Participant. University of Arkansas Wally Cordes Teaching and Faculty Support Center Faculty Enrichment Series Participant (Spring 2012)
Texas – pre-K, Elementary Education, ESL, Bilingual Education Louisiana – Nursery School, Elementary Education
English – native language
Spanish – speak, read, and write with near fluent proficiency.