Denisha Jones

Director, Art of Teaching Program

BS in Early Childhood Education and Certificate in Nonprofit Leadership from the University of the District of Columbia; PhD. in Curriculum and Instruction from Indiana University and JD from the University of the District of Columbia. Previous to Sarah Lawrence, Denisha was at Trinity Washington University, first in the College of Arts and Sciences as Assistant Professor and Program Chair for undergraduate elementary and early childhood programs and, most recently, in the School of Education as Director of Teacher Education and Assistant Professor. Prior to her work at Trinity Washington, Denisha was a lecturer and faculty member at Howard University and Grossmont College; the Preschool Director and faculty member at MiraCosta College; an Associate Instructor/ University Supervisor/ Field Experience Supervisor in the Curriculum and Instruction Department at Indiana University Bloomington and a Kindergarten teacher at the Peabody Early Childhood Learning Center. SLC 2019–

Graduate Courses

Art of Teaching 2019-2020

Foundations of Education

Graduate Seminar—Summer

This course will explore multiple lenses through which we view the concept of education, including theoretical, historical, political, sociological, and cultural perspectives.  We will begin by considering the historical roots of contemporary education, with particular emphasis on the history of public education in the United States.  Drawing on a variety of readings, films, and in-class projects, we will examine constructs of diversity including race, class, culture, language, ability, gender, and sexual identity and discover ways to create an inclusive learning environment for students and their families. The work of John Dewey and other progressive educators will provide a basis for looking at democratic ideals and “pendulum swings” in American education, including current debates concerning standards, testing practices, and political agendas.  Throughout the course, students will be asked to reflect on their own school experiences and fieldwork observations in order to make connections between historical and current educational practices.

Faculty

Mathematics and Technology I and II

Graduate Seminar—Year

This course will place strong emphasis on students’ own understanding of mathematics as directly related to the mathematics that they will be teaching in early-childhood and elementary-school classrooms. The course will focus on core concepts of mathematics teaching and learning: the science of patterns and number relationships. Patterns and functions will serve as the lenses through which students will examine connections and applications of the topics to the early childhood and childhood school curricula. Students will develop understandings of the content, concepts, computation, and teaching and learning strategies of mathematics in schools. Emphasis will be placed on constructivist teaching and learning; inquiry-based learning; problem solving; and mathematical reasoning, connections, and communication. Students will be exposed to techniques in differentiating instruction that addresses learning differences and the special needs of English-language learners, as well as ways to identify tasks that challenge and augment mathematical understandings. The use of technology as an integral support for the understanding and application of mathematics will also be a focus of the course. Each class session will provide students with opportunities to engage in authentic mathematical activities, followed by sharing these experiences and ways to implement similar, engaging mathematical tasks in classrooms. As part of their conference work, students will create a concept teaching game and a presentation of the solutions to complex problems.

Faculty