After regretting her response to a student’s body-image concerns, this teacher plans to use her own body struggles to offer a stronger response next time.
In this Q&A blog, education researcher Kate Shuster asks Sarah Shear of Penn State University-Altoona about how indigenous history is taught in U.S. classrooms and why many states’ standards need to be revamped.
Sarah Shear is an assistant professor at Penn State University-Altoona, where she teaches courses on social studies education and education foundations. Sarah earned her doctorate in learning, teaching and curriculum from the University of Missouri in 2014 with an emphasis in social studies education and indigenous studies. Her primary research focuses on teaching and learning K-12 social studies within indigenous contexts, including work with social studies educators in New Mexico and Oklahoma. Sarah's other research includes examining race and settler colonialism in K-12 social studies
The application window for the 2016 Teaching Tolerance Award for Excellence in Teaching is open! Read how this award has impacted Barrie Moorman, a 2014 awardee.
This afterschool educator discusses how historical fiction is an effective tool to teach youth about underrepresented people and identities in classrooms and in U.S. history textbooks.
Kim has been at the Woodstown School District in many capacities for the last 11 years. Kim started as a high school mathematics teacher and then worked as an elementary school counselor before taking her current position as the school counselor for Woodstown Middle School.
Tom is the school psychologist at Woodstown Middle School in Woodstown, New Jersey. He has served as a school psychologist in New Jersey for 28 years, working primarily with middle school students.