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SPRING 2 0 10Eliot-Pearson
from the Eliot-Pearson Department of Child Development at Tufts University
Positive About AdolescenceWhile Eliot-Pearsons history is rooted in the study and care of young children,
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Eliot-Pearson Department of Child Development
today, those roots have sprouted a number of projects focused on adolescents. Onthe surface these projects vary considerably from one another and focus on a varietyof subjects including after school programs, public housing programs, programs forteen mothers, computer programs for adolescents with serious health problems, andmusic programs for urban youth. However, a closer inspection reveals two commonthemes running throughout the theme of complexity (Things are more complex thanthey seem.) and the theme of optimism (Given the right supports, teens show a greatdeal of strength, health, and resilience.).
With respect to both complexity and resilience, examples include the Healthy Familiesproject evaluating programs supporting teen moms and their babies. Under thedirection of EP researchers Ann Easterbrooks, Fran Jacobs, Jayanthi Mistry, andJessica Goldberg, Healthy Families has unearthed a number of subtle and significantfindings about the complex mix of factors that explain what teen moms and theirnewborns need for both to thrive. For example, Ann Easterbrooks points out thatcommunity resources are vital, and high schools need to welcome adolescent parents(not every high school does). Furthermore, the research done at Healthy Families
E-P: Positive About Adolescencecontinued from page one
shows that the patterns of how teen fathers figure into the support picture are many and often crucial for everyone to thrive.Fran Jacobs adds the observation that with respect to individual programs supporting teen moms, No one size fits all.Programs are administered differently in different communities and received differently by moms in different circumstances making the job of program evaluation both daunting and interesting.
In a similar vein, Tama Leventhals neighborhood research shows what others have shown, namely, that adolescents frompoor neighborhoods are more apt to get into trouble with the law and experience unwanted pregnancies, but her morefocused research shows us something far more complicated and nuanced. For example, when she focused on families whoparticipated in a housing program and were given the opportunity to move from poor to less poor neighborhoods, Tamafound that girls were helped considerably by the move, however, many of the boys who moved actually did worse forreasons that have yet to be fully understood.
As for providing a positive image of adolescents, the title of Rich Lerners recent book, The Good Teen, says it all. This bookand a host of research publications coming out of the Institute for Applied Research in Youth Development (IAYRD) showclearly that given good supports and opportunities, adolescents do much better than the old storm and stress label wouldlead one to expect. Current research, including IAYRDs research, tells a different story, one about adolescence being a timeof tremendous growth that can transform youth intellectually and emotionally but also spiritually so that they become caringand responsible adults.
The theme of resilience and positive growth shows up in Kate Camaras research on the role of music in the lives of adoles-cents from underserved urban neighborhoods. Several years ago, when she was chauffeuring her drum playing fifteen yearold to and from the Berklee School of Music, Kate had the time and opportunity to notice that there were hundreds ofyoung people, all engaged in music, carrying instruments on their backs. I went into the building and saw these youngsterseating, living, breathing music. Since then, Kate has assembled a research team, YouthBEAT, that focuses on studying thoseBerklee teens to find out how their passion for music provides a pathway to a positive identity and productive adulthood.Similarly, Jayanthi Mistry is partnering with community based organizations in Somerville (The Welcome Project) andChinatown (Boston Chinatown Neighborhood Center) to document how youth programs build resilience among youth fromimmigrant backgrounds by strengthening their cultural and linguistic brokering skills. As yet another example of researchpractice integration, this project is based on a community based participatory research approach to examining how youthnavigate multiple cultural worlds.
The theme of resilience and positive growth shows up also in work related to illness and disabilities. Marina Bers and herDevTech research team have shown the benefits of providing chronically ill adolescents with access to virtual communitieswhere they can befriend other adolescents in similar conditions, and work on their developing positive identities. And LauraVanderberg and her colleagues at the Tufts Academic Resource Center have been demonstrating how emerging adultsstruggling in the classroom can be helped through peer tutoring, counseling, and other special services provided within auniversity setting.
Finally, George Scarletts new book, The Baseball Starter, provides parent coaches everywhere with better ways to supporttheir young ball players (pre-teens and teens) so that they learn to love the game while improving skills through goodteaching. The message here is similar to that in other EP projects, namely, that good coaching is all about supporting develop-ment in smart, positive ways.
One of the pleasures of being connected to Eliot-Pearson is that of participating vicariously in so many worthwhile projects.This certainly is the case with the many projects related to improving the lives of adolescents.
E-P Faculty share their thoughts on David Elkind
Alumna Kristine Reed WoleckWins Teaching Ambassador Fellowship
had been selected from a pool of 1,400 nominees to be Teaching Ambassador Fellows for2009-2010. Tufts and Eliot-Pearson alum Kristine Reed Woleck was one of the thirteenchosen.
Secretary Duncan and his staff are busy leading a national movement to reform Americaneducation. Who knows teaching better than teachers themselves? The Teaching AmbassadorFellows were recruited, then, to get teachers input on the issues around reform. Kristine isexpected to provide valuable input from her experience as a leader in mathematics education.
For some, it comes as no surprise that Kristine has been chosen for this prestigious and influential fellowship. When shewas a Tufts sophomore preparing herself for a career in teaching, she presented a pleasant problem for her mentor,Marion Reynolds. The problem for Marion was that she did not know what grade to give Kristine because Kristinewas in a league by herself. An A+ just didnt seem enough something like giving an A+ to Mozart for doing so well inMusic 101. Now, at last, she is in the league she belongs in on Secretary Duncans team doing what she can to helpteachers everywhere become better teachers.
Kristines approach to teaching is to concentrate on how children learn. She says, My undergraduate experience as achild development major at Tufts University provided me with a lens ... to inform my decisions as a teacher ... it was bylistening to first-graders mathematical thinking that I became passionate about the development of childrens mathemati-cal ideas. In other words, before worrying about how to teach, says Kristine, worry about how to listen.
When she is not in Washington helping out Secretary Duncan, Kristine is the elementary mathematics coordinator for theNew Canaan Connecticut public schools. She is also a writer with publications on teaching math and a soon to bereleased book (Corwin Press) on mathematics coaching.
Helping teachers become better at teaching math takes on special meaning when one understands that many elementaryteachers today are less versed in mathematics than in language arts and the development of childrens literacy. She says,For mathematics reform to be powerful, we need all teachers to have deep content knowledge of mathematics, deepunderstanding of how children learn mathematics, and an ability to link those two. Her message echoes that of Deweywho cautioned that good teaching demands that teachers know their subject matter if they are ever to know how tocreate the right learning experiences for children. Kristine is helping others do just that know their subject matter andways to link that knowledge to knowledge of how children learn.
Secretary Duncan seems to be right. There is hope yet for real education reform.
Last August, U.S. Secretary of Education Arne Duncan announced that thirteen teachers
Kristine Reed Woleck
Mona Abo-Zena (student)received the Robert M. HollisterAward for Community Service andCitizenship. The award waspresented at the Annual GraduateSchool of Arts & Sciences andSchool of Engineering GraduateStudent Awards Ceremony onFriday, April 23, 2010 at 4:00 p.m.at the Perry and Marty GranoffMusic Centers Distler Perfor-mance Hall. The award consists ofa certificate and a check for $500.
Aerika Brittian (student) pub-lished Mentorship Programs:Implications for African AmericanCollege Students in the WesternJournal of Black Studies (33(2), p87-97). She was also electedpresident of the Early CareerNetwork of the Society for theStudy of Human Development(SSHD).