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Research
at the Center for Education

 

Dr. Patsy Cooper

The social contexts of education —or the ‘stories children bring to school’ (Cooper, 1993)—serve as the starting point for Cooper’s teaching and research in curriculum and pedagogy. She endeavors to uncover or explain classroom practices that do not divorce young children from their families or their culture, but integrate what young children know (and love) with what they might know, and need to know in the first years of schooling. Her professional goal is to help classroom teachers marry the best education with the most equitable one. Three major themes are represented in Cooper’s published works and works in progress: effective teachers of children of color, early childhood education, and early literacy (birth through grade 2, including children’s literature). She has recently completed a book on Vivian Paley’s philosophy of early childhood education.   photo of Patsy Cooper

Cooper is assistant professor of language and literacy at New York University. She is a former classroom teacher, founding director of the Trinity School for Young Children in Houston, and founding director of the School Literacy and Culture Project in the Center for Education at Rice University. She received her Ph.D. from Emory University.

Publications

  • Cooper, Patricia M. (2009). The Classrooms All Young Children Need: Lessons in Teaching from Vivian Paley. Chicago: The University of Chicago Press. (winner of the 2010 Exemplary Research award of Division K of AERA, the American Educational Research Association, division on teachers and teaching.)
  • Cooper, P. M., Capo, K., Mathes, B., & Grey, L. (2007). One Authentic Early Literacy Practice and Three Standardized Tests: Can a Storytelling Curriculum Measure Up?" Journal of Early Childhood Teacher Education v28 (3) (5), 251-275. (winner of the 2008 Honorable Mention for the NAECTE Outstanding JECTE Journal Article Award.)
  • Cooper, P. M. (2007). Racism explained to my White daughter: Necessary lessons of an education professor and former teacher. In Deily, M. E. (Ed.) Best of Commentary: Education Week. New York: Jossey-Bass, 40-44. Education Journal, v4 (4).
  • Cooper, P. M. (2006). Teaching young children self-regulation through children’s books. Early Childhood Education Journal, v4 (4).
  • Cooper, P. M. (2005). Literacy learning and pedagogical purpose in Vivian Paley’s ‘storytelling curriculum’. Journal of Early Childhood Literacy, v5 (3), 229-251.
  • Cooper, P. M. (2003). Effective White teachers of Black children: Teaching within a community. Journal of Teacher Education, v54 (5), 413-427.
  • Cooper, P. M. (2005). Racism explained to my White daughter: Necessary lessons of an education professor and former teacher. Education Week, v24 (20). 39-40.
  • Cooper, P. M. (2003). Effective White teachers of Black children: Teaching within a community. Journal of Teacher Education, v54 (5), 413-427.
  • Cooper, P. M. (2003). Effective White teachers of Black children: Teaching within a community. Journal of Teacher Education, v54 (5), 413-427.
  • Cooper, P. M. (1993, 2007). When stories come to school: Telling, writing & performing stories in the early childhood classroom. New York: Teachers and Writers Collaborative.
  • McNamee, G. D., McLane, J., Cooper, P., and Kerwin, S. (1985). Cognition and affect in early literacy development. Early Child Development and Care, v20, 229-244.

National Association for the Education of Young Children(NAEYC) invited presentation: "Implementing Vivian Paley’s storytelling curriculum: How and why it stands up in today’s age of accountability." November 2009.