In this exciting, stimulating, and intensive one-day workshop, teachers, administrators,
counselors, and teacher educators will:
Coffee and breakfast baked goods included in registration fee.
Co-sponsored by the CLASSroom Project and the CEHD Office of Professional Development.
CLASSroom Project Co-Directors
Mark Vagle, (University of Minnesota’s College of Education and Human Development) a former teacher (elementary and middle school) and middle school administrator, is an award-winning instructor and an associate professor of education at The University of Minnesota. Dr. Vagle is principal author and editor of Not a Stage! A Critical Re-Conception of Young Adolescent Education. This book and his numerous articles focus on the powerful ways moment-to-moment classroom interactions influence student learning. His most current research, with Dr. Jones, examines the profound influence social class has on the ways in which teachers and students perceive (and engage with) one another and how particular social class-sensitive pedagogies can be enacted in classrooms.
Stephanie Jones (University of Georgia College of Education) is an award-winning researcher focused on poverty and education, a professional developer and educational consultant, a former elementary school teacher, and a professor of education at The University of Georgia. Dr. Jones is author of Girls, Social Class and Literacy: What Teachers Can Do to Make a Difference and co-author of The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. These books and her many articles are aimed at helping teachers and administrators better meet the needs of poor and working- class students and families.
The CLASSroom Project centers on what the co-directors have termed social class-sensitive pedagogies, designed to meet the needs of working class and poor students and their families as they navigate schools steeped in middle-classed assumptions of normality.
The College of Education and Human Development will advance advance research, teaching, and community engagement to increase opportunities for all individuals to have a successful start in life and to foster healthy human development, and will strive to ensure that its programs meet the demands of the 21st century.