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伊丽莎白·欧文
教授，教学与学习
- Email:
- erwinel@hebhgkq.com
- Phone:
- 973-655-6843
- 度:
- 雪城大学学士学位
- 哥伦比亚大学师范学院硕士
- 哥伦比亚大学师范学院教育博士
- vCard:
- 下载电子名片
Profile
Dr. 伊丽莎白·乔伊·欧文 is Professor at 十大博彩推荐排名州立 University in the Department of Teaching and Learning where she prepares graduate and doctoral students to think critically, 深刻反思，包容教学. 在过去的30年里, 她的学术生涯反映了她对公平的坚定承诺, 创新, 为残疾儿童和他们的家庭提供卓越服务. Early work in this area was shaped by answering questions about “why” inclusive education matters, 但多年来已转向关注“如何”促进包容性, just, and mindful school communities for young learners across a range of human variation.
Dr. 欧文的工作继续坚定地立足于社会行动框架, 旨在改变限制性信念, 排他性的做法和系统性的不公正——地方性的, 在全国范围内, 和全球. 当前的主题激发了Dr. Erwin's interest in new projects as well as those currently in varying stages of development are: Inclusive Communities/Inclusive Teaching, 幸福/正念, 以及研究/反思性探究的创新.
作为多本书和章节的作者. 欧文还在著名学术期刊上广泛发表文章. Her latest book "The Power of Presence" focuses on mindfulness practices and early childhood education from a social action lens about partnering with children to promote justice in the world and peace within. 在美国和世界各地. Erwin continues to speak regularly at professional conferences, meetings, and summits. Elizabeth currently lives in New York City where she practices yoga and meditation every day.
专业化
——创新幼儿教育和保育
-包容性教学和反思性探究
——身心健康
-教育中的正念和沉思练习
- Children's voices and self-determination focusing on young learners with disabilities
-促进全纳教育的国际合作和项目
-家庭-专业伙伴关系
-基于地点的调查和教学法
Links
十大博彩推荐排名州立 does not endorse the views or opinions expressed in a faculty member's webpage or website. 符合学术自由的原则, the content provided is that of the author and does not express the opinions or views of 十大博彩推荐排名州立 University.
文档
- 欧文,E.J.瓦朗蒂娜. & Toumazou, M. (2022) The study of belonging in early childhood education: Complexities and possibilities, 国际早期教育杂志, DOI: 10.1080/09669760.2022.2128307
- 欧文,E.J.培根. K., & 拉尔,. (2021). 是时候了! 通过与幼儿愉快的探究推进正义. 幼儿特殊教育专题，1-12.
- 欧文,E. J. (2017). Transparency in early childhood education: What the west can learn from Australia's focus on well-being. 十大博彩推荐排名评论，4 (3)，56-69.
- 欧文,E.J.罗宾逊，K., & Aveta D. (2017). Being present: An exploratory study on the use of mindfulness in early childhood. 国际全面早期学习与发展杂志，4,1-17.
- 欧文,E. J.罗宾逊，K.麦格拉思，G., & 哈尼,C. (2015). "It's like breathing in blue skies and breathing out stormy clouds:" Mindfulness practices in early childhood. 年轻的特殊儿童.
- 欧文,E. J.莫德，S. P.帕尔默，S. B.萨默斯，J.A.兄弟，M. J.海恩斯，S. & Peck, N. F. (2015). Fostering the foundations for early childhood self-determination: A process for enhancing child outcomes across home and school. 早期Childho
- 欧文,E.J. & 罗宾逊,K. R. (2015):生命的喜悦:为年轻人让路 儿童的自然专注力，儿童早期发展和护理， DOI:10.1080/03004430.2015.1029468
- Puig, V.I.欧文，E.J.艾文森，T.L., & 贝雷斯福德,M. (2015). It's a two-way street: Examining how trust diversity and contradiction influence a sense of community. 儿童教育研究杂志.29:2, 187-201, doi: 10.1080/02568543.2015.100
- 夏天,我. A.兄弟，M.J.欧文，E. J.莫德，S. P.帕尔默，S. B.海恩斯，S.J.斯特鲁普，V., Wu, H.派克，N. F. & 郑,Y. Z. (2014). 家庭对幼儿自决基础的反思. “共融”特刊
- 帕尔默年代.B.萨默斯，J. A.兄弟，M.J.欧文，E.J.莫德，S.Stroup-Rentier V.陈晓仪，W.派克，N.，郑，Y. 魏盖尔,C.麦格拉思，G., & 海恩斯,年代. (2013). Foundation for self-determination in early childhood: An inclusive model for child
- 欧文,E.J.普格，V. I.艾文森，T. L. & 贝雷斯福德,M. (2012). 社区和 connection in inclusive early childhood education: A participatory action research investigation. 年轻的特殊儿童. 15(4), 1-12.
- 欧文,E.J.兄弟，M.J.& 夏天,我.A. (2011). 理解定性综合. 儿童早期干预研究中的问题与机遇. 早期干预杂志. 33(3), 186-200.
- 莫德,年代.P.Brotherson,米. J.欧文，E.J.萨默斯，J. A.帕尔默，S.派克，N. F.，郑，Y.克鲁斯，A. & 海恩斯,年代.J. (2011).性能:一种策略 幼儿教师培养的专业发展. 幼儿教育杂志
- 欧文,E. J.兄弟，M. J.帕尔默，S.库克，C.韦格尔，C. & 夏天,我. A. (2009). How to promote self-determination for young children with disabilities: Evidenced-based strategies for practitioners and families. 年轻的特殊儿童. 12(2)
- Brotherson, M. J.库克，C.欧文，E., & 魏盖尔,C. (2008). Understanding self-determination and families of young children with disabilities in home environments. 早期干预杂志，31,22-43.
- 欧文,E. J. & 莫顿,N. (2008). Exposure to media violence and young children with and without disabilities: Powerful opportunities for family- professional partnerships. 幼儿教育学报，36,105-112.
- 欧文,E. J. & 布朗,F. (2003). From theory to practice: A conceptual framework for understanding self-determination in early childhood environments. Infants and Young Children: An Interdisciplinary Journal of Special Care Practices, 16, 77-87.
- 苏达克，路易斯安那州.欧文，E. J.温顿，P.兄弟，M. J.特恩布尔，A. P.汉森，M。. J., & Brault L. J. (2002). 实施全纳幼儿教育. 幼儿特殊教育研究，22,91-102.
研究项目
正念和教育静修巴厘岛夏季2024
在巴厘岛为期11天的学习体验, Indonesia promises to spark curiosity and invite critical examination together with teachers and educational leaders from around the globe who are also committed to well-being. Join us for an unparalleled cultural and educational full immersion for an insiders’ perspective about an ancient, exquisite island where living in harmony with the land and one another is a valued part of daily life in home, 学校与社区.
Open to students, staff and faculty and those outside the university community.
空间有限.
项目负责人:博士. 伊丽莎白·乔伊·欧文
欧文,E. J. (2020). 存在的力量:儿童早期正念练习指南. 路易斯维尔，北卡罗来纳州:鹰头狮之家公司.
Latest book "The Power of Presence" on partnering with children to promote justice in the world and peace within.
可从当地或最喜欢的书商, Amazon, 或Gryphon House(领先且屡获殊荣的儿童早期出版商)
http://www.gryphonhouse.com/books/details/the-power-of-presence
国际跨学科沉浸:意大利雷焦艾米利亚
A new international interdisciplinary initiative has been launched which provides a rich cultural and educational immersion for teacher education students. This co-taught course involves travel to Italy as well as a hybrid university course to engage with the well-established and widely respected Reggio Emilia educational philosophy and pedagogy. Travel to Italy occurs in March to attend the 2024 Students-Professors Study Group in Reggio Emilia. We anticipate that this unique course and travel opportunity may be available to educators and other students outside the university in the future.
请注意，2024年的课程和旅行已经满员了.
这个创新的跨学科课程和旅行, 哪些是跨两个学院提供的, have been collaboratively conceptualized and carefully designed by full time faculty members Dr. 伊丽莎白·欧文，教育与参与式学习学院，博士. 吉娜·米勒，人文与社会科学学院.
The Reggio Emilia educational philosophy is known worldwide for its inclusive and progressive approach for very young and school-aged children and has wide application to older students too. The Reggio Emilia Approach® reflects an educational philosophy and pedagogy that acknowledges the environment as teacher and shows deep respect for children as co-contributors to their own learning through purposeful research investigations. The application of this philosophy involves in-depth inquiry-based learning and an emergent curriculum which allows educators and children to co-construct knowledge about the world.