PAST EVENT Information session

Implementing Comprehensive, Emergent Literacy Instruction for Neurodiverse Students with General Education Classrooms

The Stanford Transforming Learning Accelerator presents the Winter Lightning Talk Series. The series consists of three conversations that will focus on cutting edge research. Each session will examine research methods, breakthroughs, and opportunities to create new ways forward.

Event details

Tuesday, March 1st 2022
4:00 pm—4:30 pm
LocationZoom
Available toFaculty / Staff, Alumni / Friends, General Public, Members, Students
This event has passed.

The final conversation of this series on cutting edge research features Elizabeth Kozleski, Professor (Research) with the Stanford Graduate School of Education.

In this talk, Elizabeth will share her research on literacy development with 80 children with neurodiverse needs. The elementary students in this three year study were in schools in California, Kansas, and Missouri. While reading outcomes for the students in the treatment group were significantly better than those in the control group, a companion study revealed the tensions and stresses experienced as teachers learned to share space, teach together, and work with a wide range of students in a social and academic setting. Discussion will focus on the work that lies ahead in school design and teacher education that accounts for the full range of learning differences in schools.

This session will be virtual, from 4:00 p.m.- 4:30 p.m. (Pacific), and include time for Q&A. A no-cost registration is required for each talk.

Elizabeth Kozleski is a Professor (Research) with the Stanford Graduate School of Education. She engages in systems change and research on equity and justice issues in inclusive education in schools, school systems as well as state and national education organizations and agencies. Her research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, including how educational practices improve student learning. A number of her articles focus on the design and development of teacher education programs that involve extensive clinical practice in general education settings. She has led the development of such programs in three universities, and continues to do research and development work in teacher education. She also offered technical assistance as well as conducted research on the impact of technical assistance on individuals, as well as local, state, and national systems in the U.S. and abroad.

Previous Sessions

February 15: Rebecca Silverman, Starting with Sesame: Investigating Teaching and Learning in Early Childhood

February 22: Nilam Ram, Personalized Trajectories of Learning and Exploration: “Shaping” Life with Screenomics and Other Observational Paradigms

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