Papers by Maria S Mavrides Calderon
Journal of Early Childhood Teacher Education, 2026
Culturally responsive and sustaining classroom management (CRCM) remains one of the most challeng... more Culturally responsive and sustaining classroom management (CRCM) remains one of the most challenging skills for early childhood preservice educators to master. This study addresses this challenge by investigating how digital simulations can enhance early childhood care and education (ECCE) teacher candidates' (TCs) understanding of the importance of, and perceived ability to, manage classrooms effectively and equitably. Guided by the principles of the New York State Culturally Responsive-Sustaining Education Framework (CR-S;), we analyzed TCs' (n = 68) class discussions, simulation responses, and written reflections collected from Fall 2023 to Spring 2025. TCs reported that the digital simulations enhanced their confidence in navigating complex behavioral and situational classroom management challenges in diverse settings. Simulations allowed TCs to recognize their biases, rethink discipline practices, and experiment with culturally responsive and sustaining strategies. Algorithmic thinking emerged as a valuable tool for supporting decision-making, demonstrating the importance of intentional, step-by-step approaches to CRCM. These findings highlight the potential of digital simulations as an effective and low-stakes component of clinical preparation for ECCE educators in urban settings.
Education Policy Analysis Archives, 2026
Without intentional integration of disability justice principles, teacher preparation programs (T... more Without intentional integration of disability justice principles, teacher preparation programs (TPPs) may perpetuate the appearance of inclusion without the structural transformation needed to center students’ agency, perspectives, and rights (Freedman et al., 2019).
While some special education programs have started this integration (Ko et al., 2023), there are still limitations in general education programs. Inspired by the Salamanca Statement’s vision for inclusion, we explored how infusing disability justice principles in the context of a general education literacy methods course contributed to dismantling traditional inclusion barriers, while priming teacher candidates (TCs) for work in inclusive settings. Our study was framed by the principles of disability justice (Berne et al., 2018), complemented by Kafer’s (2013) and Mingus’s (2011) lens. Gathering data from class discussions and journals of undergraduate teacher
candidates (n = 78), we highlighted the transformative, positive impact of incorporating disability justice in general education. TCs celebrated disability as an identity and critically questioned the role of ableism in education and their professional lives. Becoming more confident, TCs felt more prepared and committed to working in inclusive settings. Recommendations were provided for general education faculty and programs to consider incorporating disability justice principles as a first step toward meaningful work with diverse populations.
Teaching Without a License: Policy Effects on Uncertified Early Childhood Teachers
Proceedings of the 2023 AERA Annual Meeting
Embracing Disability Identity: Representation in Literature as a Tool Towards Inclusivity
Voices of Practitioners, 2024
Representation in literature may seem to be a trivial pursuit in the face of larger policy issues... more Representation in literature may seem to be a trivial pursuit in the face of larger policy issues, but they are intrinsically connected. Before the Americans with Disabilities Act was passed, disabled people were hidden away from society in institutions. This was an ingenious structure for keeping the status quo because when you don’t see disabled people, it is easier to ignore their rights and needs. Including disability in literature makes it much harder to forget to make classrooms inclusive for disabled students and teachers alike. For teachers and aspiring teachers with disabilities, disability representation in literature introduces young children to disabled persons as full people whose identities are not bounded by their disabilities (Rieger & McGrail 2015). When disability becomes an ongoing and meaningful part of curricula, it also prompts all teachers, disabled or not, to consciously think about disability and examine their biases (Blaska 2003). It starts and sustains a crucial conversation—one that needs to be included in the diversity, equity, and inclusion (DEI) training teacher candidates receive. If one in four Americans is disabled, we need to start working to prepare teachers to broaden their toolkit by incorporating more disability representation in early childhood literature.
School Community Journal, 2024
Uncertified teachers are the foundation of early childhood systems across
the nation. As states a... more Uncertified teachers are the foundation of early childhood systems across
the nation. As states and districts move into professionalizing early childhood
education, experienced but uncertified teachers are facing the need to enroll in
teacher preparation programs to receive certification and retain their jobs. This
article investigates the effects of teaching mandates and compensation policies
in New York City (NYC) in the light of its universal prekindergarten (UPK)
expansion. Over 50% of nonpublic school UPK teachers in NYC are uncerti-
fied teachers. While certification is a requirement to teach in NYC’s UPK, due
to the lack of certified teachers willing to teach in nonpublic settings, uncerti-
fied teachers often act as lead teachers while they complete their certification
requirements. This article focused on understanding how uncertified teachers
perceive their role in the larger school community, and how certification, com-
pensation, and work condition policies support (or hinder) their licensing and
course-of-study completion. Using Bronfenbrenner’s (1979) ecological systems
theory and Schneider and Ingram’s (1997) social construction and policy de-
sign theory, a qualitative case study approach was the primary form of analysis.
Document discourse analysis, focus groups, and interviews (n = 20) were uti-
lized. This study found that early childhood uncertified teachers are hungry
for structural changes that acknowledge their role in the community by sup-
porting the completion of their degrees. Findings support research literature
signaling equity challenges of scaling up UPK implementations. Implications
are discussed and policy recommendations are provided.
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Papers by Maria S Mavrides Calderon
While some special education programs have started this integration (Ko et al., 2023), there are still limitations in general education programs. Inspired by the Salamanca Statement’s vision for inclusion, we explored how infusing disability justice principles in the context of a general education literacy methods course contributed to dismantling traditional inclusion barriers, while priming teacher candidates (TCs) for work in inclusive settings. Our study was framed by the principles of disability justice (Berne et al., 2018), complemented by Kafer’s (2013) and Mingus’s (2011) lens. Gathering data from class discussions and journals of undergraduate teacher
candidates (n = 78), we highlighted the transformative, positive impact of incorporating disability justice in general education. TCs celebrated disability as an identity and critically questioned the role of ableism in education and their professional lives. Becoming more confident, TCs felt more prepared and committed to working in inclusive settings. Recommendations were provided for general education faculty and programs to consider incorporating disability justice principles as a first step toward meaningful work with diverse populations.
the nation. As states and districts move into professionalizing early childhood
education, experienced but uncertified teachers are facing the need to enroll in
teacher preparation programs to receive certification and retain their jobs. This
article investigates the effects of teaching mandates and compensation policies
in New York City (NYC) in the light of its universal prekindergarten (UPK)
expansion. Over 50% of nonpublic school UPK teachers in NYC are uncerti-
fied teachers. While certification is a requirement to teach in NYC’s UPK, due
to the lack of certified teachers willing to teach in nonpublic settings, uncerti-
fied teachers often act as lead teachers while they complete their certification
requirements. This article focused on understanding how uncertified teachers
perceive their role in the larger school community, and how certification, com-
pensation, and work condition policies support (or hinder) their licensing and
course-of-study completion. Using Bronfenbrenner’s (1979) ecological systems
theory and Schneider and Ingram’s (1997) social construction and policy de-
sign theory, a qualitative case study approach was the primary form of analysis.
Document discourse analysis, focus groups, and interviews (n = 20) were uti-
lized. This study found that early childhood uncertified teachers are hungry
for structural changes that acknowledge their role in the community by sup-
porting the completion of their degrees. Findings support research literature
signaling equity challenges of scaling up UPK implementations. Implications
are discussed and policy recommendations are provided.