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Tamara Sewell

Advisor/Instructor

Academic Interests

Early intervention evidence-based practices Early intervention/early childhood special education teacher preparation practices Family-centered philosophies Infant-toddler development Principles & practices Social justice & literacy

Some of the Values that Shape My Work

I believe that learning occurs developmentally, beginning at birth and continuing throughout the life span. Effective teaching strategies involve active engagement and practical application of concepts for students of all ages.

Work with Families, Children, Schools, and Communities

I began my work with children and families as a developmental therapist at a center-based early intervention program in Augusta, Maine.  I went on to work as an early intervention service/screening coordinator in Waldo County, Maine  and then supervised an early intervention home and community-based program in middle Tennessee.

Selected Professional Development Work

Member, Committee to Revise the Early Childhood Generalist Standards of National Board for Professional Teaching Standards Accomplished Teacher Certification, 2010-present.

Presenter, national and international conferences regarding new National Board of Professional Teaching Standards, Early Childhood  professionals’ perceptions of inclusion, as well as social justice and children’s literature. 

Educational Background

  • Ph.D., Tennessee Technological University
  • M.S., Cumberland University
  • B.S., University of Maine, Farmington

Selected Publications

  • Buttaro, L. & Sewell, T. (2010). Secondary Latina/o students’ perceptions about school and schooling. 2010 American Institute of Higher Education Proceedings, 3, 938-950.
  • Sewell, T. (2010). Considering social justice and picture books. In C.S. Rhodes & L.B. Wolf (Eds.). Social justice and education: Navigating stormy waters. (pp. 3-11).  East Rockaway, NY: Cummings & Hathaway.

  • Buttarro, L. & Sewell, T. (2009). Lessons learned from student teachers. 2009. American Institute of Higher Education Proceedings, 2, 299-302.

  • Sewell, T. & Hitchcock, C. (2009). Using technology with preschoolers; Developmentally appropriate practice. Tennessee's Children,5(3), 22-26.
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Contact me:

(212) 875-4637 tsewell@bankstreet.edu
610 W 112Th St # 803
New York, NY 10025-1898