Fall 2012/Winter 2012

fall 2012/Winter 2013

The Selfless It’s neverStar of SED been easy Looking back at turning points in the history OF BOSTON’S SCHOOL SYSTEM

How to Stop Lessons from Music in the Bullying (p. 8) Kony 2012 (p. 10) classroom (p. 12) Dean’s Message Contents news¬es Fall 2012/Winter 2013 4 Welcome to SED! New faculty for Fall 2012

high school in San Francisco for adjunct instructor at Lesley number theory conceptual field. 17 years, she has coauthored University, Hunter College, He is also a research associate Dear Alumni and Friends, seven textbooks for grades 6–12, Simmons College, and Salem for the Elementary Pre-Service including Algebra Connections State University and as a Teachers Mathematics Project, This School has three core missions: to prepare and Geometry Connections, consultant for the Cambridge a National Science Foundation– master teachers to become leaders in their schools; to produce with the nonprofit College Public Schools, Boston Public funded project aimed at scholarship that improves the practice of education; and to Preparatory Mathematics Schools, and Concord School developing and implementing provide service to our partners in the practice to help them Educational Program, where she District in New Hampshire. problem-based mathematical serve the children in their care. We have been doing all three Andrew R. Bottoms served as director of curriculum. She was the manuscripts edi- tasks in pre-service elementary since 1918 and will continue to do so well past 2118. Instructor, Deaf Studies Dietiker’s research focuses on tor for the Harvard Educational mathematics content courses. Whether in Dorchester, Marblehead, Soweto, or Beijing, Andrew R. Bottoms was born theory of curriculum, particularly Review, and she edited a Prior to his doctoral studies educators share the same fundamental responsibility: to teach and raised in a Deaf family from as related to the aesthetics and volume titled Humanizing at Boston University, Feldman children how to be numerate, literate, critical thinkers, and Anti-busing protesters in Boston, October 1975. North Carolina. American Sign structure of mathematics curric- Education: Critical Alternatives taught middle school and high engaged citizens. Our job is to prepare educators and scholars Language (ASL) is his native lan- ulum. Her other areas of profes- to Reform. She has taught high school math for five years. to fulfill this responsibility. We do that by attracting and Alumni spotlight: Learning on her feet guage. Bottoms holds two bach- sional interest include supporting school in Houston, Texas. supporting faculty who are experts in their disciplines, who 3 Getting attention with a faux British accent? have the research skills to identify best practices in education, elor’s degrees—one in American teacher curricular work and and the communication skills to share that knowledge with our Cover Story: It’s never been easy Sign Language and the other in learning how teachers develop students, the world’s future educators. We do it by recruiting 4 A look back at turning points in the Boston Deaf studies—and a master’s in their practices over time. the best and the brightest undergraduates—those in the top Public Schools sign language teaching, all from Gallaudet University. Bottoms is 10 to 15 percent of their high school classes. We do it by Research: Too Cruel for School recruiting grad students with demonstrated promise to be 8 How to stop bullying driven by his passion and fervor leaders in all educational settings. We do it by working with for teaching ASL, and he values our colleagues in the field to improve their practice and learn In the world: Lessons from Kony 2012 sharing the language and culture / P eter Bregg

10 o about their challenges. How a documentary can be a teaching tool t embodied by ASL. He specializes P h o

Some may not consider this work innovative or ground AP in ASL literature. Laura M. Jiménez breaking, although it often is. But whether groundbreaking or 12 Op-Ed ve: Ziv Feldman Assistant Clinical Professor, tried-and-true, it is fundamental to our mission. And we have The benefits of using music in the classroom Clinical Assistant Professor, Literacy Education been doing it for almost 100 years. Over that time, we have Mathematics Education Laura M. Jiménez’s research SED Snapshot equipped educators to improve children’s lives and cultivate Christina L. Dobbs Ziv Feldman’s (’07, ’12) broad focuses on adolescent reading 13 Junior Pinning a bo Delisle (’13); tt leaders in their communities. c o

y S y Clinical Assistant Instructor, interest is in working with pre- comprehension and reading

In this edition of @SED, you will learn more about how we o b t English Education service teachers to develop motivation. She is intrigued by have done, and continue to do, these things. We hope you enjoy Christina L. Dobbs is an their mathematical knowledge the ways various elements of a reading about the great work our faculty, students, and alumni advanced doctoral student for teaching. He has taught reading event interact to influ- are doing in Boston and beyond. Please send us your own in human development and undergraduate and graduate ence reading comprehension. news and ideas so we can share them with your fellow alumni. education at the Harvard courses in mathematics content This focus has resulted in a Boston University School of Education mages; Dean Co leman P h o I mages;

AP Leslie Dietiker Graduate School of Education, and methods for pre-service research agenda that includes Dean Contributing Writers Assistant Professor, completing her dissertation elementary and special educa- readers, texts, and teacher edu- Hardin L. K. Coleman Jennifer N. Baylor (’04), Co r b is/ on the academic language tion teachers. Feldman’s current cation. Jiménez’s dissertation, Rachel Johnson (MET’11), Mathematics Education Communications Andrew Thurston As a National Board Certified writing of middle graders. Her research focuses on describing Experts Making Sense of Graphic Coordinator Nikki Moro (COM’07, ’13) Graphic Designer teacher, Leslie Dietiker teaches research interests include aca- the ways in which pre-service Novels, focused on attention Matthew Guemple mathematics and pedagogy to demic language development, elementary teachers’ under- shifts, metacognitive reading Hardin L. K. Coleman Produced by Boston University Creative Services ott c future high school math teach- the argumentative writing of standing of number theory top- strategies, and the time readers Dean and Professor, BU School of Education Bettmann/ ver: Co pyright 617-353-3213 Editor ers. Having taught mathematics students, and writing instruc- ics develops, with the ultimate took to understand the texts of Patrick L. Kennedy (COM’04)

[email protected] the c o On S Cydney and computer science at a public tion. She has served as an goal of constructing a map of the graphic novels. With a focus on Recyclable. 1112 9040026969 Printed on Sustainable Forestry Initiative–certified paper. 2 Boston University School of Education | fall 2012/winter 2013 www.bu.edu/sed 1 News & Alumni notes Spotlight

literature and learners, Jiménez teaching and learning division at goals specifically investigate the and the doctoral program in aims to provide a variety of University of Illinois at Urbana- cross-cultural and cross-linguistic educational leadership. Scott avenues and opportunities for Champaign. She received her BA practices of Deaf teachers in received his doctorate in stu- students to actively engage degree from Wellesley College, China and how they teach learn- dent affairs administration with children’s and young adult MS in education at the University ing to read both the alphabetic from the University of Georgia literature, and to keep in mind of Southern California, and MAT and logographic scripts. and has worked in a variety of the diversity of students in the at Westminster Theological student and academic affairs K–12 classroom. Seminary, and she has taught positions in Texas, Georgia, both elementary and middle and Japan; he has also taught school. She joined the Center at both private and public for ASL and English Bilingual research universities over the Education Research (CAEBER) past decade. He approaches first as a trainee, then as a men- teaching from a shared learner tor to other teaching colleagues perspective and believes excel- at the Kendall Demonstration lent pedagogy is grounded in Elementary School at Gallaudet an environment in which all Kerri Furbush (’11) combines comedy University in Washington, D.C. Joel H. Scott students contribute to learn- and geometry to Her broad research interests lie in Clinical Assistant Professor, ing and understanding. His engage students. Gabrielle Jones Deaf education, bilingual educa- Policy, Planning & research interests and current Lecturer, Deaf Studies tion practices using American Administration scholarship involve student A Deaf bilingual educator, Sign Language and English, and Joel H. Scott is teaching and learning and development, Gabrielle Jones is currently a PhD the relationship between orthog- developing courses in SED’s service learning and commu- Learning On Her Feet candidate in educational psychol- raphy and sign/spoken language master’s program in higher nity engagement, and institu- ogy in the cognitive science of in various languages. Her research education administration tional culture. One alum’s slightly unconventional teaching style pays off. By Rachel Johnson (MET’11)

How do you handle a class of 31 of the toughest girls at the classroom. For her students, Furbush is on call 24 hours a day. She NEW FACULTY JOINING SED IN 2013 toughest high school in Boston? Slip into a British accent, of course. helps them choose interview clothes for college visits; she returns When Kerri Furbush (’11) began her first full year of teaching their 6 a.m. texts when they need directions; she accompanies mathematics at Boston’s English High School—then experimenting them to funerals. “Teaching is one little aspect of what I do,” she Amie Grills-Taquechel researches risk and resiliency intervention program for female co–principal investigator on a with same-sex classrooms—she faced that daunting prospect. says. “They come to me with everything.” And while she admits Assistant Professor, Counseling factors of individuals of all ages college rape victims. William T. Grant Foundation “They just gave me hell,” she says. So she looked to an SED sometimes she worries that the all-day, everyday demand of & Human Development following traumatic events. She study examining Los Angeles professor for guidance. “One of my favorite teachers was [Clinical English High—where 71.7 percent of students qualified for free or Amie Grills-Taquechel has conducted research with Nathan Jones Unified School District’s three- Associate Professor] Carol Findell (’88). She’s just hilarious and reduced-price lunches in 2011—will cause her to burn out too soon, specializes in anxiety, trauma, survivors of natural disasters, Assistant Professor, Special year rollout of a consequential she sings and dances and she just makes class fun. So, I thought, she clearly loves her students. “It’s tough,” she says. “But they and depression, particularly sexual assault, and mass Education teacher evaluation system. all right, I’ve got to make this fun like Carol Findell did. And so say if you can survive at English, you can survive anywhere, so I’m in children, as well as the shootings. Grills-Taquechel has Nathan Jones is a research His work has appeared in such I started talking with a British accent,” she says, shifting into the going to keep trying.” development and evaluation of a project funded by the National scientist at Educational Testing publications as Exceptional accent. “And the girls just looked at me and said, ‘Miss, what are English High partners with SED through the BU/Boston Public cognitive behavioral assessments Institutes of Health (NIH) on Service, where he focuses Children, Teachers College Record, you doing?’ And I said, ‘Oh, I’m so sorry, do you mind if I teach like Schools Collaborative, and Furbush says that support helps her and interventions, including those the impact of socio-emotional on teaching quality, teacher Educational Policy, and the AERA this?’ And they loved it, and all I could think was, oh my God, this tremendously; even now, professors will sit in on her classes or conducted using web-based difficulties on young children’s development, and school Handbook of Educational Policy is the quietest they’ve ever been. And the first student who got up help her with lesson plans. It’s also what set her on this career designs. Her work has examined academic achievement and the improvement. He has examined Research, and he serves on the to solve a word problem on the board said, ‘Can I try it with a British path. Although she is beginning her second year of official full-time the roles of peer (e.g., bullying influence of these difficulties on whether teacher evaluation editorial board at the Elementary accent?’ And I said, ‘Absolutely, absolutely with a British accent!’” teaching, Furbush has been at English High, as a tutor, substitute and friendship quality), familial children involved in intervention measures developed in general School Journal. Prior to receiving For Furbush, teaching consists of tackling a series of unforeseen teacher, assistant teacher, and full teacher since her freshman year (e.g., parental anxiety and stress), programs for reading disabilities. education (e.g., observation a PhD in special education and problems, one by one, whether it’s walking into a classroom on at SED. She says having so much classroom experience during her and academic (e.g., achievement In addition, she is co-investigator protocols, artifacts, value-added education policy at Michigan the first day and discovering she has to teach the class entirely undergraduate years is what made the difference. “I was getting and attention) variables on the on another NIH-funded, multisite models) are fair and valid State University, he taught in Spanish or encouraging parents to talk to her—when at least a relationship with these students that no staring at a whiteboard development of youth anxiety project that is examining a for use in special education special education for three 60 percent of the students speak a language other than English will ever teach me. Teaching is unpredictable, so go into the

and depression. She also therapist-facilitated online settings. He is currently a years in the Mississippi Delta. @ Vernon D ou c ette at home. She’s also learned that teaching goes far beyond the schools; it’s the only way to learn.” @

2 Boston University School of Education | fall 2012/winter 2013 www.bu.edu/sed 3 cover story

One of SED’s most High-profile lecturers recounts the troubles and triumphs of an urban school district By Patrick L. Kennedy

districts today confront a host of problems next half-century, Cronin would learn that When was the that seem intractable, but it’s worth change could be hard to come by—but not last time you remembering that they have overcome impossible—in the “Athens of America.” It’s intractable problems before. As Dean Reforming Boston Schools is the sum of his had to pay a Hardin Coleman and an advisory committee career’s worth of study, and it is essential reviews Boston’s controversial school reading for administrators and educators— bribe to get a assignment system (see p. 7), perhaps and not only in Boston. teaching job? signaling an historic new chapter for the As suggested in the book’s title, Cronin district, @SED checks in with Joseph Cronin, identifies corruption and racial segregation Or teach in an a longtime local education observer (and as the major roadblocks to progress for ancient wooden participant), for some historical perspective. many decades. And both stemmed to Never A lecturer in SED’s Department of a large degree from the Boston School schoolhouse Administration, Training & Policy, Cronin Committee, then a publicly elected five- is the author of Reforming Boston Schools, member body that determined hiring, soaked in 1930–2006: Overcoming Corruption and Racial promotions, transfers, and salaries. With Segregation. He was the Massachusetts that kind of patronage potential, members flammable secretary of educational affairs from 1971 saw the committee as a stepping-stone to cleaning oil? to 1975 and has also served as president higher elected office and often a chance to of Bentley College and associate dean at fatten their wallets. Education was hardly Been Hopefully, you answered “never” to both Harvard University. on the agenda. “It was completely inbred,” these questions, but if you taught in the The BC High grad began studying the Cronin tells @SED. “They were arrogant.” Boston public schools more than forty years Boston public schools (BPS) as a Stanford The professor marshals newspaper ago, there’s a distinct possibility you’re doctoral student in 1964. That was a time accounts, court records, and interviews familiar with the scenarios. of rapid change, but between researching with contemporaries to illuminate known Some things change undeniably for the the city’s education history and observing examples of committeemen (and they were Easy better. Boston and other urban school the schools firsthand off and on for the usually men) soliciting bribes for jobs and Path to Revival Boston’s Journey from Kickbacks to Kudos

1 9 3 5 Boston Globe of Education decision groups coalesce into 1974 In Morgan v. than elected, School Education Reform Act. reports that School outlaws “separate but the Boston Teachers Hennigan, federal judge Committee. School Committee members equal” schooling. Union (BTU). W. Arthur Garrity rules budget balanced for 2003 85 percent of are soliciting bribes for the NAACP against first time in years. Boston’s high school from teacher 1965 Massachusetts 1972 The BTU votes the Boston School seniors pass the candidates in return passes two watershed to no longer attend Committee, finding 1993 Committee and state’s high-stakes test for jobs. Suffolk DA laws: one outlawing School Committee the committee had teachers agree to and earn diplomas. launches investigation, racially imbalanced “testimonial” dinners, knowingly carried out turn some schools but nobody is schools, the other long an instrument of segregation. Busing into “pilot schools,” 2006 Boston wins the convicted, and the requiring school loyalty enforcement begins that fall. free of both central Broad Foundation Some 7,000 took to the practice continues. committees to engage and personal office rules and most Prize, which recognizes streets of South Boston in in collective bargaining enrichment for 1992 Mayor Ray Flynn union requirements. the most improved

October 1975 to protest / P eter Bregg o 1954 U.S. Supreme with teachers. Boston’s committeemen. wins state approval for State passes the urban school system in court-ordered busing. t Court’s Brown v. Board fragmented teachers’ an appointed, rather Massachusetts America.. P h o AP

4 Boston University School of Education | fall 2012/winter 2013 www.bu.edu/sed 5 cover story

otherwise abusing their responsibility. If you teachers’ groups joined together under “The black people in Boston felt they were a year, which is about 10 percent of the political allies. As mayor, Flynn brought power for teachers, the pendulum may be were up for a promotion, an anonymous the banner of the Boston Teachers Union. being discriminated against,” Cronin says. entire budget.” Last year, the Boston Globe in his old Harvard advisor Willie to help swinging too far in the other direction, with phone call might suggest you would receive In 1972, the union voted to stop attending “They were given the youngest teachers and reported on “one block in Roslindale with modify Garrity’s original, rigid court order. teachers again disparaged the way they favorable treatment if you were to place School Committee members’ political the oldest buildings, and the oldest textbooks. 19 kids going to 15 different schools. People Willie devised a system of “controlled were a century ago. $5,000 in an envelope in a certain desk fundraisers, ending the shakedowns and And it was discriminatory. It was unfair.” said, ‘That’s madness.’” choice,” whereby parents could name Despite the hits to Boston’s reputation, drawer at committee headquarters. If you restoring professional dignity and respect. Not that Cronin views Garrity’s plan as Ironically, busing brought about the first, second, and third preferred schools the schools have improved, Cronin says. He didn’t play ball, tough luck. And out in the much of a success. He writes that the court downfall of some of the very School for their children, while the schools still praises Tom Payzant, who as superintendent open, everybody was expected to buy tickets Race to the Fore order “contained several logistical flaws” Committee members who had used it to worked to achieve balance. And in 1992, from 1995 to 2006 oversaw a rise in (and sell friends and relatives tickets) to The same year that Boston teachers won and that Garrity should have listened to raise their profiles. These politicians lost after years of effort, Flynn got the state standardized-test passing rates from 32 “testimonials” or “times,” social events the right to bargain collectively, 1965, the voices calling for slightly less ambitious all credibility when the public learned that legislature’s approval to appoint a new percent to 87 percent. In 2006, Boston to raise funds for members’ reelection state also outlawed racially imbalanced plans. Cronin details the costs to the city: they had milked busing for patronage and school committee. The era of the elected received the Broad Foundation Prize for campaigns—or personal use. Admission ran schools. For the next several years, the millions of dollars in police overtime, payoffs, hiring friends to fill the new school committee, which had propelled many to Urban Education, which recognizes the most to $50 a head by the early 1970s. Boston School Committee dragged its thousands of students fleeing the public security aide positions, and even soliciting higher office and infamy, was over. improved urban school system in America. Within that system, custodians wielded feet, denying the existence of de facto schools, and residents fleeing the city. bribes from bus companies bidding on the “So the lesson is that city schools can be an inordinate amount of power. “They were segregation. The NAACP sued, leading to (However, Cronin also points to BU and transportation contracts. Confidence in Nothing is simple improved,” Cronin tells @SED. “But it requires like deputy principals,” Cronin says. Janitors Judge W. Arthur Garrity, Jr.’s 1974 federal other research showing that “white flight” the body evaporated as committeeman These are just some of the complex matters teams of teachers, identifying instructional would demonstrate their fealty to committee court order that mandated busing black had been occurring for at least a decade Paul Ellison was convicted in 1975 on an that Cronin deals with evenhandedly, and leaders. The principal cannot do it alone.” patrons by mobilizing en masse for their students from Roxbury to South Boston already.) The school system cannot be unrelated charge of falsifying pay slips for a in detail, in Reforming Boston Schools. While Challenges remain, Cronin writes in his reelection efforts. “They had no qualms phantom staff assistant (the money going recounting with sympathy the teachers’ book. “The Boston schools have work to do about going up on ladders and getting a sign into his own pocket), and the FBI arrested struggles to gain raises and respect, but are on the path to revival.” high up on a tree, where nobody could tear it “ The Boston schools in the committeeman Gerald O’Leary in 1980 for he discusses at length the restrictions down.” They were repaid with job security in accepting $600,000 in illegal payments. that seniority protections placed on Why should you care? scores of small, old, and unsafe schools that 1930s well into the 1970s If the Boston School Committee administrators and questions whether Although Boston is unique in many respects, stayed open for years beyond their expiration embodied the twin troubles of corruption unions can put students first. However, the city’s experience offers lessons for dates, often with custodians still shoveling became vulnerable to the and racial turmoil, perhaps 1980s mayor Cronin writes that Boston teachers have urban districts across the region and across coal unnecessarily. Ray Flynn best represented a triumph shown themselves open to progressive the country. If anything, teachers occupied the lowest worst types of corruption over both. A former antibusing state rep ideas, agreeing to pilot schools and meeting “We should want all kids to succeed!” rungs in the BPS. From 1900 to 1965, from South Boston, he later attended regularly with counterparts in other cities to says Cronin. “Otherwise we’ll be paying for Cronin writes (his early chapters chronicle Harvard School of Education, where he explore ways to promote academic success, it later. The consequences [of kids failing] the school system from its inception), and job selling, religious studied under black sociologist Charles even at the cost of work rule changes. He are health costs, prison costs, welfare costs, teachers were “marginalized and treated Willie. When he ran for mayor against says the union has dropped its old antipathy crime. We should all be committed to as low-level workers despite their central and ethnic discrimination.” African American Mel King in 1983, Flynn’s to “merit pay.” Albeit writing largely from everybody succeeding in life.” @ role in educating children.” In those days campaign was refreshingly civil and free of a leadership perspective, Cronin even hints Reforming Boston Schools, 1930–2006 is available at of individual bargaining, teachers had to High, and busing white students from called racially balanced today. “It is now the kind of racial code uttered by his former in public appearances that after a period of Barnes & Noble stores, Palgrave.com, and Amazon.com. more or less approach the committee Southie over to Roxbury High. 87 percent of color, although there are now bowing and scraping for raises and other Predictably, chaos followed. School more Hispanics than blacks,” owing to new benefits. Moreover, the committee used Committee members, ever the politicians, migration since the 1970s. sexism to divide and rule by pitting the severely and irresponsibly ratcheted up the Nevertheless, Cronin feels that Boston Crosstown Traffic largely male high school teachers against tone of opposition to garner votes in the has come a long way. When he began his the largely female elementary teachers. Irish and Italian neighborhoods. Protests research in 1964, he never would have During the 2011–2012 school year, when buses routinely arrived in a public school environment, which is fundamental to the While women teachers won equal pay in turned violent. “That was a very traumatic predicted that Boston would see three black at schools up to an hour late, Boston Mayor Thomas Menino quality of a society,” Coleman says. “We get our hands dirty doing California in 1870, and in New York in 1911, experience that Boston is still recovering superintendents. He welcomes the attempt (Hon.’01) and Superintendent Carol Johnson asked Boston meaningful work in the schools, so I’m honored that the mayor Massachusetts didn’t even allow women to from,” says Cronin. by Coleman and the advisory committee University School of Education Dean Hardin Coleman to lead and superintendent would ask me to do this.” an advisory committee to devise a better system of school Given the city’s history of conflict over school choice, “It continue teaching after marriage until 1953. Cronin attacks the lingering impression to reevaluate today’s school assignment assignments, one that will reduce transportation hassles (and would be amazing if this goes without turmoil and controversy,” The state finally authorized a single salary that busing was a liberal experiment system. “No one is completely happy with costs) while ensuring quality schools for children across the city. says SED lecturer and schools chronicler Joseph Cronin. However, scale in 1957. designed by suburban whites and foisted the way it is right now,” he says. “The The process is bound to be contentious, acknowledges “Dean Coleman’s optimistic his panel will come up with a winning After decades of repeated struggles, onto the working class. Blacks in Boston feeling now is, it’s more than 30 years Coleman. But the dean says he considers it his moral responsibility program, and I’m rooting for him.” teachers gained a major victory in 1965, had advocated for themselves for decades. later; let’s take a look at it, and allow for to tackle the issue nonetheless. “One of the reasons I chose to Coleman’s committee began bringing plans to public meetings work at BU is that it has such a long history of active community to gather comments this fall. Stay tuned at www.bu.edu/sed and when the legislature passed a law requiring The NAACP held a mass meeting to protest more kids to go to a neighborhood school engagement, using its resources and expertise to support change www.bu.edu/today. school committees to bargain collectively. educational inequality in the BPS as early or walk to school. First of all, the cost of At that, the city’s various, fractious as 1937. bus transportation is up to $80 million

6 Boston University School of Education | fall 2012/winter 2013 www.bu.edu/sed 7 research

was formerly a behavioral scientist at the Centers for Disease Control Such an approach might sound expensive and time-consuming, and Prevention. “Since we know it’s having deleterious outcomes, it’s but it doesn’t have to be. When Green and Holt approach a school, something that needs to be addressed more than it is.” their first recommendation is an anonymous schoolwide assessment. Rates of bullying tend to rise through elementary school, peak in “It could be as simple as a paper-and-pencil survey that all students middle school, and decline during high school. A once-popular child complete,” says Holt. can suddenly be excluded from a peer group, seem anxious, avoid Once they’ve found out when and where bullying is going on, they going to school, or come home minus a lunchbox. can tailor advice to a particular situation. “It’s similar to an abusive relationship,” says Green, an assistant In one junior high school, says Green, teachers were convinced professor of special education. The comparison is depressingly apt: the locker rooms were a bullying hot spot. Her assessment found Bullies and their victims are, she adds, “more likely to be involved in otherwise. Students “were really most concerned about it happening aggressive and violent relationships as they get older.” Many victims in the hallways during passing periods, between classes.” The also struggle long into adulthood with psychological distress and recommended solution was a simple one: have teachers stand depression; bullies are more likely to garner a criminal record and take outside their rooms between classes. greater risks with their sexual health. Those who are both bullies and A year later, Green went back to find that rates of passing- targets have an even bleaker future. period bullying were down substantially. It cost the school And yet, bullying still goes on. nothing—extra time perhaps—“but helped students feel safer “In general, I think schools are motivated and have good intentions and more supported.” in terms of trying to stop bullying,” says Holt. “What can sometimes happen, particularly as more states adopt bullying legislation, is Adjusting to College Life that schools can too quickly try to find a prevention program or put The two researchers are also investigating incidences of bullying something in place that meets the state standards.” closer to home: at BU and other college campuses. Although bullying Many of those hastily implemented programs are based on has reduced to a trickle by the time students reach 18, Green says the outdated approaches or, while successful in one institution, are a impact of earlier bullying involvement on the adjustment to college bad fit for another. Holt says that schools under pressure to boost life is little studied. With the help of SED undergraduate researchers, standardized test scores will sometimes tell her that “they don’t have they’ve already completed a survey at BU and will soon be rolling it the time in the school day to address bullying.” out at three other local universities. In the latter instance, she will point to research she conducted “We’re concerned about how students who were previously bullied in a Massachusetts district that showed lower school test scores manage when they arrive on college campuses,” Green says. “We were associated with higher bullying rates. They also reassure know that rates of other kinds of peer victimization, such as dating administrators that their approach to bullying prevention may be violence, sexual harassment, and rape, do ramp up in college.” simpler—and cheaper—than some might think. Some might consider those problems, and bullying in general, intractable. Green and Holt disagree. Simple Solutions “Bullying has been around for as long as schoolchildren have been “One of the biggest mistakes schools make is to assume that all around,” acknowledges Green, “but there are things schools can do aggressors and targets in situations where there’s bullying are to prevent bullying and respond thoughtfully to it. We are learning the same,” says Green. “Schools that do a good job really try to more about bullying and how to respond to it in ways that are likely individualize their interventions for specific students.” to be effective.” @

Straight from the Experts: Too cruel for school Bully-stopping tips from Jennifer Greif Green and Melissa Holt Could putting an end to bullying really start with some paper and pencils? Two Conduct an evaluation org/bullying to learn more). Some may adopt a Learn the students’ stories SED researchers think it might. By Andrew Thurston Illustration by Angus Greig School personnel need information about the program focused more broadly on social-emotional The broader social-emotional histories of the extent of the problem. Which students are learning. If schools aren’t sure about which efforts students involved can inform the nature of their involved, what forms bullying takes, where and to implement, we recommend they consult with bullying involvement and the ways in which There’s something like a one-in-four chance that one of these Common Mistakes when bullying is occurring, what students perceive professionals familiar with available programs. it affects them, as well as suggest the most applies to you: As a child, you were bullied. Or you bullied. Sometimes bullying is visible; sometimes it’s not. A slur might even is causing it, how school staff respond, and Any program you try out should be considered effective interventions. Some questions schools Some may have called it “just kids being kids,” part of growing be so commonplace—“That’s so gay”—it stops being noticed. And, whom students are likely to turn to for support. part of an ongoing effort—changes won’t happen should consider include: Is the student involved up. But if it was repeated, intentional, and involved an imbalance of with children often too scared or embarrassed to ask for help, it’s hard overnight and rarely in just one academic year. in other forms of violence or victimization at power, it was bullying. to put a number on just how many are verbally, socially, or physically Craft a strategy school or outside of school? Is he/she involved Based on the intelligence gathered from the in bullying in multiple settings, or is it specific If only you’d known SED’s bullying prevention experts, Jennifer bullied. Some estimates suggest 20 percent, others up to one-third. Check your results evaluation, schools can select strategies that By conducting ongoing evaluations, schools can to the students that he/she is interacting with? Greif Green and Melissa Holt. Assistant professors and trained “It’s not that the majority are experiencing it at high levels, but I are tailored to the needs of their community. determine the effectiveness of their programs Using information unique to each student and psychologists, they visit local schools to assess harassment levels think it’s really affecting all students in the school in some capacity,” Some schools may opt for an evidence-based and adjust their efforts to address the changing his or her history will allow schools to tailor and existing prevention programs—and recommend new strategies. says Holt, who teaches SED courses in counseling psychology and bullying prevention program (visit www.pacer. needs of the student body. effective interventions. @

8 Boston University School of Education | fall 2012/winter 2013 www.bu.edu/sed 9 in the world

Margie Dillenburg (’15) How do you plan to counter that? What would you do differently if you could is no longer chief operating officer I want to research these ideas of slacktivism do it all again? of Invisible Children, which produced and clicktivism. Activism has been on the We just didn’t have the organizational decrease since 1970 and I think social net- capacity to handle the fastest-growing Kony 2012—not that you’d immedi- working has given kids a new outlet towards internet video on the planet. We hired ately guess that from chatting with social activism, which is really important, not people to answer emails, but we just her. She spent seven years guiding just for the protection of our democracy, but couldn’t do it fast enough. I don’t know if we the nonprofit’s education efforts in also for their identity formation and thinking would’ve done a whole lot differently; you schools and colleges by showing about the world. The reason why slacktivism can’t anticipate the fallout and I don’t think I films and building supporting curri- or clicktivism gets such a bad name is we’re would ever say having that many people see cula. When she talks about her work comparing it to the wrong metric: With Kony the video was a problem or a mistake. 2012, for instance, let’s say 10 million people with Invisible Children, and especially “like” Invisible Children on Facebook, but then Did you ever talk to any of the teachers about Kony 2012, it’s still in the pres- only 200,000 get involved; critics say, “The you worked with about slacktivism? ent tense. The Kony 2012 backlash— rest are slacktivists.” Well, the normal metric It depends on what teachers you talk to. the accusations of oversimplification, is that only maybe 5,000 people would’ve There are the young, excited teachers who misrepresentation, and of encourag- gotten involved, so we’re not comparing it to see that spark in their kids’ eyes and they ing kids to be “slacktivists,” rather how many people would’ve gotten involved want to fan that flame, and they say, “It’s than activists—hits a very raw nerve. otherwise, we’re comparing it to how many not slacktivism, they want to do something and it’s our job to help them. They don’t Kony 2012 was a documentary with a simple goal: So, Dillenburg is doing something “likes” didn’t get involved. What I want to do is bring Ugandan guerrilla leader Joseph Kony to figure out what the pros and cons are for social have the tools and that’s why we’re here.” about it, sharing lessons learned and networking in the democratization of youth. But then you talk to other teachers, maybe justice. It became a viral web phenomenon pursuing a doctorate at SED with acclaimed by some, reviled by others, and watched the goal of pioneering a new human “ Activism has by more than 100 million people worldwide. rights–focused school curriculum. been on the decrease since At the center of the storm was a former middle @SED: In an article for the Boston Globe, school teacher. you wrote about the teachable moments 1970 and I from your work with Invisible Children . . . think social Dillenburg: I like to describe myself as a networking vocational teacher. It’s a personal calling. I has given kids want to do something good, but I think if it a new outlet Lessons from Kony 2012 just dies with me, it’s all for naught. So, when I designed our domestic programs, I always Margie Dillenburg towards social wanted it to be a gateway into more learn- activism.” ing. Invisible Children’s films are meant to be teachable moments, so we start a conversa- Do teachers avoid teaching issues of social the calculus teacher who’s been there for tion and when a kid gets excited, there’s a activism because they worry about losing 40 years and is on his way out, and he next level of involvement that we’ve very their objectivity? says, “I’m so annoyed at seeing stickers on strategically designed: we have a student That’s definitely a fear, but I think it’s more lockers,” or, “These kids can’t be excited mentor, we’ve trained the teachers on how that they’re just overwhelmed by the curricu- about anything.” to supplement this, and we have a curriculum. Their job is at stake; if they don’t teach lum that meets state standards. American history, they’re going to be fired. Is it generational? The other problem is helicopter parents— I think it’s more an energy issue, how much Do you worry that kids who were engaged they’re going to say, “What is this propaganda energy you have and how beaten down by the film will be turned off to similar you’re feeding my child?” Teachers revert to you’ve been by the system. The school sys- campaigns by the backlash? defensive teaching, where they say, “I don’t tem is a really difficult place to exist with

AP Yes, that’s the thing I’m most afraid of. I think want 10,000 calls; I don’t want my principal any sort of idealism; that’s why I had to leave it had the ability to ignite something in a lot getting in trouble.” That was a problem after after four years. The teachers who are tired of kids, and then the skepticism made them Kony 2012 came out—it became controversial and have tried, they all joined for good rea- put their idealism in check. We wanted them and a lot of schools backed out, not because sons, they all became a teacher because they

ite: Stuart P ri c e/ s ite: Stuart to channel that youthful idealism; we actually the teachers in the schools didn’t support it; wanted to change kids’ lives, but time after

By Andrew Thurston O ppo had substantive things for them to do. they just couldn’t handle all the parental calls. time the system has really deterred them. @

10 Boston University School of Education | fall 2012/winter 2013 www.bu.edu/sed 11 op-ed snapshot

Benefits of Music Across the Curriculum by Jennifer N. Baylor (’04)

According to the American Music Therapy Association, between the music, smell, and object. For example, on Cherry music therapy addresses individualized goals through music and Blossom Tuesdays, students may listen to Japanese music while facilitates development of physical, cognitive, communication, smelling cherry blossom lotion and exploring silk flowers. and social skills. It promotes emotional well-being and positively Music can improve students’ engagement in literacy lessons. influences behavior, attention, motivation, and quality of life. While engaging with a book such as Gulliver’s Travels, students I am not a music therapist. Rather, I’m a teacher who recognizes might enjoy vocalizing along with a sea shanty as they don sailor the power of music in motivating students to engage in educational hats and explore a toy ship. They may benefit from listening to activities. My students have multiple/severe disabilities, including sounds of the sea as they are sprayed with water and explore blue cognitive and communication impairments, physical disabilities, cellophane “sea.” Associating music and sounds with events in a vision and hearing loss, and special health care needs. Every day, I text will help make literature come to life. observe my students’ positive responses With thoughtful creativity, music can enhance to music. I use music to work on individual any academic lesson! skills, encourage active participation, and maximize fun and enjoyment in our “Music gives Music and Movement classroom. I have seen the benefits of Students benefit from opportunities to move to music across the curriculum, and I want to a soul to music. Fast songs encourage active movement. share with you some ideas for using music Slow songs promote both emotional and muscular in your classroom. the universe, relaxation. Within a structured lesson, students wings to might engage in particular actions during Musical Transitions some songs and enjoy freestyle movement A CD of carefully selected songs can the mind, during others. Students can make choices and prepare students for transitions. Musical communicate about how they want to move. cues for important events (e.g., arrival, flight to the Placing a CD player on a resonance board allows lesson time, dismissal) contribute to imagination, students to feel rhythmic vibration through their student understanding of routines. hands, feet, and bodies. Instruments, scarves, and Dedication Transition music paired with schedule other dance props encourage exploration and tool symbols and other student-appropriate and life to use. Position students in close proximity on the language helps develop awareness of everything.” resonance board to encourage peer awareness Every February, before embarking on The Boston University what will happen next. —Plato and interaction. It might be helpful to work with Educator’s Affirmation a physical, occupational, and/or music therapist their student teaching placements, Songs and Chants in creating a music and movement session SED juniors gather to affirm their I DEDICATE MYSELF TO THE LIFE OF AN EDUCATOR, TO LAYING Familiar songs help students participate in group activities. appropriate for your students. dedication to their chosen profession: THE LIVING FOUNDATIONS UPON WHICH SUCCESSOR Routine “get ready” and “finished” songs help students recognize GENERATIONS MUST CONTINUE TO BUILD THEIR LIVES. the beginning and end of lessons. Many teachers incorporate Individual Skills education. Inspired by nursing schools’ I DEDICATE MYSELF TO THE ADVANCEMENT OF LEARNING, a “hello” song and “days of the week” song into their morning Music may motivate students to use their voices, develop capping ceremonies, the Pinning and FOR I KNOW THAT WITHOUT IT OUR SUCCESSORS WILL circle. A “good-bye” song at the end of the day indicates that it’s hand skills, and take steps. Through activities involving music, LACK BOTH THE VISION AND THE POWER TO BUILD WELL. time to go home. Chants or raps may be a more age-appropriate students might learn cognitive skills such as object permanence, Affirmation Ceremony (commonly alternative for older students and great opportunities for working cause-effect, and imitation. Students can demonstrate musical I DEDICATE MYSELF TO THE CULTIVATION OF CHARACTER, known as Junior Pinning) has become FOR I KNOW THAT HUMANITY CANNOT FLOURISH on communication skills, such as signing and using voice-output preferences and make choices. They can use switches to activate WITHOUT COURAGE, COMPASSION, HONESTY, AND TRUST. devices. With facial expression, vocalization, and body movement, favorite songs and music videos. Simply providing opportunities for an SED tradition. Before an audience students may show improved anticipation, comprehension, and students to enjoy music is worthwhile and beneficial. of friends, family members, alumni, I COMMIT MYSELF TO THE ADVANCEMENT OF MY OWN concept development within familiar activities. Music is fun. The therapeutic benefits have been well researched. faculty, and staff, juniors recite a LEARNING AND TO THE CULTIVATION OF MY OWN I strongly believe that educational outcomes for students with CHARACTER, FOR I KNOW THAT I MUST BEAR WITNESS IN MY OWN LIFE TO THE IDEALS THAT I HAVE DEDICATED Music Within Multisensory Lessons multiple/severe disabilities can be greatly improved when pledge written by Professor Steven MYSELF TO PROMOTE IN OTHERS. During morning circle, a “music of the day” can be used alongside instruction is accompanied by the sound of music. @ Tigner for the first pinning, in 1989. a “smell of the day” and tactile “object of the day” to develop IN THE PRESENCE OF THIS GATHERING, I SO DEDICATE awareness of the days of the week. Try to create a connection Submit your op-ed to www.bu.edu/sed/oped. AND COMMIT MYSELF.

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