Faculty Associate
Affiliated with:
Office: HW 1130
Phone: 212-772-5239
Email: lpeters@huntersoe.org
Bio:
Lacey Peters is an assistant professor of early childhood education at Hunter College of the City University of New York. Professor Peters is an advocate for children’s rights-based research, emphasizing the perspectives of younger people in her scholarship. In addition, she follows various lines of inquiry with the intention of bringing together the pedagogical, programmatic, and political aspects of early childhood. As such, her research interests are broad, and also include the examination of the viewpoints, and decision-making processes, of parents, family members, as well as early childhood professionals.
Recent Publications:
- Peters, L. Reinke, S. & Castner, D. (2017). Critically engaging in discourses on quality improvement: Political and pedagogical futures in early childhood education. Teachers College Record. Retrieved from http://www.tcrecord.org ID Number: 22063.
- Peters, L., Gaches, S. & Swadener, B.B. (2015). Children’s well-being in a rights-based framework: Collective narratives, He Kupu Early Childhood eJournal, 4(2), p. 58-70.
- Peters, L., Ortiz, K., & Swadener, B.B. (2015). Something is not right: Deconstructing readiness in W. Parnell and J. Iorio (eds.) Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice. (pp. 33-48 ) New York: Peter Lang.
- Nagasawa, M., Peters, L.E., & Swadener, B.B. (2014). The costs of putting quality first: Neoliberalism, (ine)quality, (un)affordability, and (in)accessibility? in M.N. Bloch, B.B. Swadener, & G.S. Canella (Eds.). Reconceptualizing early childhood care and education: Critical questions, diverse imaginaries and social activism – a reader (pp. 277-288). New York: Peter Lang.
Current Projects:
I am currently the Principal Investigator on a project titled Case Studies on Authentic Assessment in UPK Citywide: Perspectives on Utility, Fidelity, and Applications to Practice. This work is generously supported by the Foundation for Child Development. Our aim is to examine the utility of the tools and how they help teachers and the classroom support staff understand the children they’re working with in the context of the respective schools and communities. We also seek the perspectives of program administration, and parents/primary caregivers to develop a more comprehensive understanding of how the assessment tools are used for other purposes
Research Areas: Assessment, Children's rights and participation, Early childhood, Teacher research