WorldCat Identities

Bowman, Barbara T.

Works: 23 works in 57 publications in 2 languages and 2,714 library holdings
Genres: Educational films  Oral histories  Interviews  Internet videos  Abstracts  Nonfiction films  Conference papers and proceedings 
Roles: Author, Interviewee, Editor
Publication Timeline
Most widely held works by Barbara T Bowman
Eager to learn : educating our preschoolers by National Research Council (U.S.)( Book )

23 editions published between 2000 and 2003 in English and held by 1,517 WorldCat member libraries worldwide

This volume contains the report of research carried out at the request of the US Department of Education's Office of Educational Research and Improvement, the National Research Council (which was responsible for this publication), and the Office of Special Education programs, among others. Many of the papers were first delivered at a workshop at the National Academy of Science in April 1999. The findings of the report are summarized in an initial chapter; subsequent chapters report on the topics of the science of learning, individual and cultural variations and their effect on learning, an assessment of preschool programs in the US, curriculum and pedagogy, standardized assessment, teacher training, and program and practice standards. Each chapter is supported with statistics and references to other studies. A comprehensive bibliography is included
Eager to Learn : Educating Our Preschoolers by National Research Council Staff( )

2 editions published between 1900 and 2001 in English and held by 354 WorldCat member libraries worldwide

Leadership in early care and education by Sharon Lynn Kagan( Book )

4 editions published in 1997 in English and held by 269 WorldCat member libraries worldwide

Despite recent attention to leadership in early care and education, the field does not have a commonly accepted definition of leadership, nor has it engaged in a systematic and collaborative discussion of the properties of leadership. This volume is intended to address these and other shortcomings. In addition to defining leadership and presenting a broadened framework for considering leadership, the articles in the volume examine the constraints, possibilities, and the actual challenges of creating a durable leadership capacity. It also looks at specific issues facing many institutions and organizations as they consider alternative approaches to leadership development. The Leadership Working Group's set of action recommendations is presented to help advance a leadership agenda for early care and education. The articles are: (1) "Leadership in Early Care and Education: Issues and Challenges" (Sharon L. Kagan and Barbara T. Bowman); (2) "Historical Views of Leadership" (Gwen Morgan); (3) "Pedagogical Leadership" (Lilian G. Katz); (4) "Administrative Leadership" (Mary L. Culkin); (5) "Advocacy Leadership" (Helen K. Blank); (6) "Community Leadership" (Dwayne A. Crompton); (7) "Conceptual Leadership" (Sharon L. Kagan and Michelle J. Neuman); (8) "Race, Class, and Education" (Evelyn K. Moore); (9) "Who's Missing at the Table? Leadership Opportunities and Barriers for Teachers and Providers" (Marcy Whitebook); (10) "Reflections on Early Childhood Leadership Development: Finding Your Own Path" (Anne Mitchell); (11) "Personal Dimensions of Leadership" (Linda M. Espinosa); (12) "New Directions in Higher Education" (Barbara T. Bowman); (13) "New Directions for Professional Organizations" (Sue Bredekamp); (14) "New Directions for Non-College/University Training" (Marilyn Henry and Carol Brunson Phillips); (15) "New Directions for Resource-and-Referral Agencies" (Patricia Siegel); (16) "New Directions for Mediating Organizations" (Ellen Galinsky); "(17) "New Directions for Parent Leadership in a Family-Support Context" (Judy Langford and Bernice Weissbourd); and (18) "Moving the Leadership Agenda" (Barbara T. Bowman and Sharon L. Kagan). The first 11 articles are followed by commentary. All but the last article contain references. (Hth)
Love to read : essays in developing and enhancing early literacy skills of African American children( Book )

2 editions published in 2002 in English and held by 219 WorldCat member libraries worldwide

Statistics tell us that children who are not well advanced in the road to literacy by fourth grade are at greatly increased risk of school failure. A growing, robust knowledge base has indentified the typical learning trajectory for reading and educational strategies that make learning to read easier and more certain. Dissenmination of this information is particularly important for African Americans because a high proportion of our children do not become able readers and suffer appalling, economic and social consequences.This was the impetus for the National Blaxck Child Development Institute to convene a working group of outstanding researchers to discuss why African American children are at greater risk for poor reading and what needs to be done to improve their chances
School readiness and social-emotional development : perspectives on cultural diversity( Book )

1 edition published in 2006 in English and held by 118 WorldCat member libraries worldwide

Cultural diversity and academic achievement : urban education program by Barbara T Bowman( Book )

3 editions published in 1994 in English and held by 85 WorldCat member libraries worldwide

The first years last forever( Visual )

1 edition published in 2005 in English and held by 46 WorldCat member libraries worldwide

Addresses several crucial issues pertaining to parenting during a child's early years, including: brain development; communication; discipline; child care; self-awareness and self-esteem; bonding and attachment; health and nutrition
The HistoryMakers video oral history with Barbara Bowman( Visual )

1 edition published in 2016 in English and held by 46 WorldCat member libraries worldwide

Education Chief Executive Barbara Bowman was born October 30, 1928, in Chicago, Illinois. She earned her B.A. degree from Sarah Lawrence College in 1950, and her M.A. degree from the University of Chicago in 1952. For many years, Bowman taught at both elementary and preschool levels. In 1966, she helped found the Erickson Institute for Advanced Study in Child Development, where she pioneered the teaching of early childhood education and administration. She became a sought-after expert and took her talents abroad, where she consulted with universities in China and Iran. She also directed training programs for Head Start teachers, teachers in inner-city schools, caregivers of at-risk infants, and for a Child Development Associate’s program on Native American Reservations. Bowman served as the president of the Erickson Institute and of the National Association for the Education of Young Children, in addition to having served on numerous boards, including the Great Books Foundation
Computers and young children : a discussion with Barbara Bowman( Visual )

3 editions published in 1985 in English and held by 41 WorldCat member libraries worldwide

In an interview with Carolyn Dorrell, Barbara Bowman talks about what young children learn from computers and how computers may be used in early childhood education
Educating Language-Minority Children by Barbara T Bowman( Book )

2 editions published in 1990 in English and held by 3 WorldCat member libraries worldwide

This eric Digest delineates problems posed by the increasing number of language-minority children in schools and offers suggestions for teaching children from different cultures. It is maintained that a group's language reflects its culture, and the uses to which that language is put are culturally determined. When children and adults do not share common experiences and beliefs, adults are less able to help children encode their thoughts in language. To overcome problems of the multicultural classroom, teachers need to learn to recognize developmentally equivalent patterns of behavior across cultures. They should not value some ways of achieving developmental milestones more highly than others. Teachers need to begin instruction with interactive styles and content that is familiar to the children. Whether this entails speaking in the child's primary language, using culturally appropriate styles of address, or relying on patterns of management familiar to the children, the purpose is to establish a basis for communication. One of the most important tasks for teachers is interpreting the school's agenda to parents. When differences exist between the cultural patterns of the home and community and those of the school, teachers must deal with the differences directly. Formal assessment of learning outcomes should be delayed until teachers and children have built a set of shared meanings. (Rh)
Child assessment at the preprimary level : expert opinion and state trends by Carol Horton( Book )

3 editions published in 2002 in English and held by 3 WorldCat member libraries worldwide

In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a child assessment system for 4-year-olds enrolled in Head Start or similar programs. The second study surveyed state-funded prekindergarten programs across the country regarding specific assessment practices mandated, recommended, or commonly used in their classroom. The national leader survey found strong agreement that the most important aspect of an assessment system is the link between curriculum and the assessment of child skills and knowledge. Weekly teacher meetings where assessment can be discussed and annual or semiannual program self-evaluations ranked next highest in importance. Parent involvement in the assessment process, annual developmental screening, and child portfolios were also considered to be particularly useful. Teacher checklists were seen as moderately important. Expert opinion was divided regarding the utility of anecdotal records, as well as the use of standardized achievement tests for program accountability. There was no support for using these tests to assess individual children. The state prekindergarten survey found that almost 70 percent of the 36 existing state-funded prekindergarten programs mandate, recommend, or commonly use developmentally appropriate informal assessment techniques. This represents a significant change from the mid-1990s, when only one state was developing guidelines or instruments based on these methods. Eight states mandate relatively elaborate assessment systems, which require the use of at least two informal assessment tools or require training in these techniques. Twelve states leave assessment decisions entirely to the local level. Seventy-five percent of the 24 states that do not leave assessment decisions to the local level report that they regularly use portfolios, checklists, and anecdotal records. Only 56 percent, however, report that curriculum and assessment are systematically linked. Even fewer (25 percent) report that parent involvement, teacher meetings, and program self-evaluation form a part of their assessment system. These findings suggest that while knowledge of developmentally appropriate assessment practices has significantly increased, there is still widespread lack of understanding that assessment must be understood as a comprehensive system, which is linked to the curriculum and supported by appropriate strategies and resources. (Author)
Cultural Diversity and Academic Achievement. Urban Education Program. Urban Monograph Series by Barbara T Bowman( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

Four papers on responding to diversity in the schools were presented at the North Central Regional Educational Laboratory's Urban School Leadership Mini-Conference. This document presents two, a framework for the discussions by John Attinasi and an exploration of how differences in culture and language affect academic achievement. "Academic Achievement, Culture, and Literacy" by John Attinasi asserts that it is time to take the most crucial aspect of the educator's mission, leadership in educating the children in urban schools and communities, and to renew and advance attention to their achievement in the stressful urban setting. Multiculturalism requires not only a change in curriculum, but accompanying changes in school climate and pedagogy. "Cultural Diversity and Academic Achievement" by Barbara T. Bowman discusses cultural differences in the achievement of poor and minority students. The explanation for the differences in school performance lies in the difference in life experience between groups. Recognizing these differences in assessment of children and in teaching, particularly in the early years, is essential in educating culturally and linguistically diverse students. (The first paper contains 5 references and the second lists 16.) (sld)
Do Computers Have a Place in Preschools by Barbara T Bowman( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

There is reason to doubt that computers are currently revolutionizing schools, for few advances have been made in how lessons are either organized or presented. Until recently, most of the early childhood community had considered computers to be too impersonal for young children and too time consuming for teachers. That view has changed somewhat due to fairly recent advances in use that indicate computers can be employed by children to teach themselves. As a result, many schools now routinely provide upper elementary grade-school students the opportunity to "play" with computers. Advocates of the use of computers in schools make four points crucial to planning their educational uses: (1) to interact, computer and child must have a common language; (2) to engage the computer, the child must learn to think the way computers think; (3) children must have a problem-solving attitude that emphasizes creativity and experimentation; and (4) teachers introducing children to computers must themselves have an interactive relationship with computers. An elaboration of these four points suggests implications for early childhood education; additionally, to insure that children are ready to join the computer revolution, emphasis on play, problem solving and self-directed learning must continue; investigations must go forward to initiate computer literacy, and social inequalities deepened by the computer age must be addressed. (Rh)
Math, Science, and Technology in Early Childhood Education by Barbara T Bowman( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

Given the social importance of math, science and technology knowledge, the importance of establishing competence in a subject area early, and the link between early experience and subsequent achievement, it is puzzling that math, science, and technology do not have greater prominence in the preschool curriculum. This paper reviews some of the forces and trends that help frame early childhood curricula in these subjects, noting that controversy over teaching mathematics and science in preschools often begins with the conflicting theories of development and learning. The differing theoretical perspectives examined include the constructivist theory; the Romantic view of children rooted in Rousseau's theories; the basic skills approach; the social context perspective; and the developmentally appropriate practices perspective. Each theory offers a different emphasis on science and math. The paper also suggests that some conflict about how and what to teach young children arises from differing beliefs about the future and educational needs of citizens of the twenty-first century. The effect of educational quality concerns on preschool science and math is also addressed; generally, questions about standards have led to back-to-basics practices which reject new standards and teaching methods that might include interactive learning and motivation for science and math activities. Finally, the paper explores issues posed by involving high-risk children in math and science curriculum. (Jpb)
Eager to learn : educating our youngest children by Barbara T Bowman( Recording )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

The 14th Annual Longfellow Lecture with special guest speaker Barbara T. Bowman. She is co-founder and the current president of Chicago's renowned Erikson Institute, an independent institution of higher education that prepares child development professionals for leadership. An alumna of SLC, Dr. Bowman is an authority on early education, a national advocate for improved and expanded training for practitioners who teach and care for young children, and a pioneer in building knowledge and understanding of the issues of access and equity for minority children. [Description from the Sarah Lawrence College Weekly Events Calendar for Apr. 23 - Apr. 29, 2001]. This lecture series, inaugurated in 1987, honors the memory of Cynthia Longfellow, SLC '72, Harvard Ed. D. '79, who devoted her professional life to bettering the lives of young children. The lecture is funded by an endowment established by family and friends
<> by Sharon L Kagan( Book )

1 edition published in 2000 in Thai and held by 1 WorldCat member library worldwide

Dedication of the Edward Neisser Library, Erikson Institute, June 6, 1996 by Erikson Institute( Visual )

1 edition published in 1996 in English and held by 1 WorldCat member library worldwide

Includes remarks by Barbara Bowman, Fran Stott, Kathy Richland Pick, Kate Neisser, and T. Berry Brazelton
Conversations with colleagues : the state of early childhood education, where are we today?, with Barbara Bowman( Visual )

1 edition published in 1996 in English and held by 1 WorldCat member library worldwide

Ensuring Quality and Accountability Through Leadership by National Head Start Child Development Institute( Visual )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

Eager to learn educating our preschoolers by National Research Council (U( )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

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Eager to learn : educating our preschoolers Eager to Learn : Educating Our Preschoolers
Eager to Learn : Educating Our PreschoolersLeadership in early care and education
English (53)

Thai (1)