Books by Nicole L Thompson
Handbook of Children and Prejudice, 2019
American Indian and Alaska Native children live in communities that are rich in traditional heri... more American Indian and Alaska Native children live in communities that are rich in traditional heritage, cultural lifeways, and kinship connections that have promoted health and resilience for generations. Despite this, American Indian and Alaska Native children are at high risk for negative social and academic outcomes. The reasons for these higher risks are likely due to historical trauma (family and intergenerational effects) as well as societal policies and practices that promote inequities for children of color in the United States. Both of these causes are amplified by the degradation of culturally grounded practices. In this chapter, we describe how research on early childhood education and care policies and practices has contributed to an inequitable system for American Indian and Alaska Native children and families. Two interconnected barriers to developing equitable early childhood education and care are the lack of measurement tools that include American Indian and Alaska Native samples in their development and the lack of inclusion of American Indian and Alaska Native cultural considerations in the development and application of early childhood theory. Research should be redirected to providing support for using Indigenous frameworks to promote health and well-being for young American Indian and Alaska Native children.
Papers by Nicole L Thompson
Journal of Community Engagement and Scholarship, 2016
Academics have a variety of career paths available to them, yet it can be difficult to determine ... more Academics have a variety of career paths available to them, yet it can be difficult to determine what career opportunities will lead to beneficial professional and personal outcomes. As engaged scholars, we seek academic leadership positions that allow us to make a difference in the world, either directly or indirectly, using our unique skills, experience, teaching, and research. To help engaged scholars determine if academic leadership opportunities are appropriate for their aspirations, this article provides career paths experienced by two engaged scholars, criteria they use to select or forgo leadership positions, and lessons they’ve learned as academic leaders who are also engaged scholars.
Journal of American Indian Education
Handbook of Children and Prejudice, 2019
There is a lack of research about young American Indian and Alaska Native children’s development.... more There is a lack of research about young American Indian and Alaska Native children’s development. Considering the importance of research in guiding early childhood systems, most early childhood education programs serving American Indian and Alaska Native children, including home visitation, child care, and preschool programs, are guided by research that excludes the very population being served. There are many reasons for this dearth of research, but they all stem from systems of privilege within research institutions, organizations, and academia. In this chapter, we will describe how systems of privilege contribute to American Indian and Alaska Native children’s experience of prejudice and discrimination within early childhood education programs. The work will be informed by a guided inquiry of parents, program staff, and elders and will conclude with recommendations for next steps to move toward early childhood systems that honor and are inclusive of Indigenous knowledge of child ...
RMLE Online, 2018
Specialized preparation and credentialing for teachers of young adolescents continue to be the fo... more Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level teacher credentials are addressed in the United States and This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/ 4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named author(s) have been asserted.
Middle Grades Research Journal, Dec 1, 2012
RMLE Online, 2016
Since William Alexander's (1963, 1995) call for attention to the need for specialized middle leve... more Since William Alexander's (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes designed to prepare candidates to teach grades 5-9. Because of questions raised about content and consistency of these programs, this study systematically documents components of undergraduate middle level teacher preparation programs in 1,324 institutions from 50 states and the District of Columbia. The findings reveal that even though 45 states have explicit mandates for middle level certification, licensure or endorsement, almost half of the institutions preparing teachers for grades 5-9 do not offer courses or experiences specific to middle level education or young adolescents.
School Science and Mathematics, 2010
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Early Childhood Education Journal, 2007
This article explains the creation of the Growing and Learning with Young Native Children curricu... more This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific curriculum to use with Native children aged 0-3. The curriculum toolkit should assist Native people in preserving and maintaining their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country have been explained. A brief historical overview of Indian education has been included. Keywords American Indian and Alaska Native Á Early childhood education Á Language preservation Á Culture Á Curriculum development The relationship between American Indian and Alaska Native (AI/AN) people and the government has long been problematic as noted by constantly changing policies concerning status and education (Urban and Wagoner 2004). While the Dawes Act in the 1880s and the movement to restore tribal rights to self-determination in the mid-1900s are good illustrations of these changes, the changing policies are more easily seen in the education of AI/AN children. For many children, education has been seen as opportunity; for Native children, education has been repression through acculturation (Altenbaugh 2003). Many AI/AN children and families were forced to accept an education that would civilize and Christianize children rather than one which would foster their development in a kind and nurturing environment (Adams 1995). Formalized schooling practices often forced AI/AN children to leave their homes and families. During this time, AI/AN people were not official United States citizens; they did not have any power over their destiny. AI/ AN families were forced to submit their lives and the education of their children to United States government officials (Eder and Reyhner 1988). Federal involvement in Indian education officially began in 1776 when the Continental Congress provided a minister, a blacksmith, and two teachers to become part of the New York Indian community. They were to provide instruction in agriculture, mechanical concepts, and if possible, some academic subjects (Utter 2001). The education AI/AN children received often required them to ''dress, speak, and act like white people'' (Reyhner 1989, para. 2). Anything native (i.e., language, prayers, stories, songs, clothes, jewelry, hairstyle, etc.) was not permitted in church operated or federally funded schools (Adams 1995). Harsh and cruel punishments often accompanied any display of traditional AI/AN culture. Captain Richard Pratt, founder of Carlisle Indian School, noted formal schools were to ''kill the Indian ... and save the man'' (as cited in Adams 1995, p. 52). Approximately 400 treaties between 1778 and 1871 solidified the exchange of land for promises between The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by the Federal Government.
Tennessee began its movement toward Middle Level Licensure during the 2002-2003 school year. Only... more Tennessee began its movement toward Middle Level Licensure during the 2002-2003 school year. Only 14 years later, in 2016, Middle Level Licensure in Tennessee will change. In this article, the background and experiences of seven middle level education teacher candidates at the University of Memphis who were the first candidates to complete the Residency model for student teaching and the program’s evolution from traditional to the new program are described. From its inception until today, the middle level teacher preparation program has adapted to state mandates and made changes to better meet the needs of teacher candidates committed to educating young adolescents. Tailoring to the needs of the students, the new program offers a year-long residency allowing candidates to spend more time in the classroom, a balanced assessment course, and adoption of the edTPA to assess candidates’ overall aptitude for teaching. These changes have added rigor to the program. This qualitative case st...
Middle School Journal, 2009
A wired culture Teens today have extensive access to various technologies that keep them "connect... more A wired culture Teens today have extensive access to various technologies that keep them "connected" (Lenhart, Maddeen, & Hittlin; 2005), including computers, cell phones, and video consoles. According to the Pew Internet & American Life Project, approximately 87% of youth between the ages of 12 and 17 use the Internet, 51% of whom use it on a daily basis (Lenhart, et al., 2005). The Pew study found seventh grade to be a critical point when Internet use surged from 60% among sixth graders to 82% among seventh graders (Lenhart, et al., 2005). Teens are not just browsing the Internet for information, they are actively creating their own content, such as blogs or videos, and they sometimes include This article re ects the following This We Believe characteristics: An inviting, supportive, and safe environment-School-wide e orts and policies that foster health, wellness, and safety
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Books by Nicole L Thompson
Papers by Nicole L Thompson