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by Katherine K. Delaney & Susan B. NeumanThis article examines how local and national media sources framed early childhood education policy in the scale-up of Universal Prekindergarten in New York City. post a comment by Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller & Luke DauterThis paper focuses on a longitudinal and multilevel analysis of the differences between charter and traditional public schools in teacher turnover in terms of when, who, and under what context. post a comment
 by Maria R. Coady
reviewed by Mary Beth Snow Balderas
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|  by Jerusha O. Conner
reviewed by Ricardo Montelongo
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|  by Enisa Mede, Kenan Dikilitas, & Derin Atay
reviewed by Yuehai Xiao & Angel Zhao
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Education researcher Katherine Delaney discusses her article, Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City. Watch and discuss this episode on Vialogues.
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Social & Emotional Programs Must be Anti-racist and Trauma-informed
by Sara Kotzin & Phyllis SolomonAs educators envision school for Fall 2020, they are charged with balancing physical safety and emotional health. Schools therefore face an urgency to address trauma, inequity, and racism that has been exacerbated by the global pandemic. This commentary urges schools to prioritize an intersectional approach to social and emotional health that disrupts racism and simultaneously acknowledges trauma and inequity. There will be temptation to rely on Social and Emotional Learning programs (SEL) as there is a widespread yet false assumption that the manualized programming can meet these needs while managing a classroom. However, SELs do not incorporate an anti-racist, trauma-informed practice.
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