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Full-Text Articles in Education
Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson
Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson
Occasional Paper Series
A lecture that discusses the "developmental-interaction" perspective and practice that has become the hallmark of Bank Street. Erickson builds upon the relations of mutual influence among students, teachers, and learning environments, and taking account of the relations between local practice within the small-scale "here and now" interactional ecosystems of immediate learning environments and the workings of culture, language, and society across more distal connections in social space and time.
"Noise Level Zero" And Other Tales From The Bronx, John Wolfe
"Noise Level Zero" And Other Tales From The Bronx, John Wolfe
Occasional Paper Series
Wolfe reflects on his journey of teaching in various settings, teaching him what public education should and should not be. He compares his experiences at two public schools in the Bronx with very different approaches to public education.
Steady Work, Tom Roderick
Steady Work, Tom Roderick
Occasional Paper Series
Roderick's remarks made on the occasion of receiving an honorary doctorate from Bank Street College of Education in 1999. He speaks about his steady work in conflict resolution programs, because there is always a need for conflict resolution in a world where conflict is natural but violence is taught.
Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli
Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli
Occasional Paper Series
Pignatelli introduces two narratives by Tom Roderick and John Wolfe that test our belief in public education as a special space where American society holds fast to its promise to vanquish inequity, to assure equal opportunity, and to nurture a kinder, more just citizenry.
It Should Not Be Left To Chance: Ensuring A Good Education For All Our Children, Ellen Condliffe Lagemann
It Should Not Be Left To Chance: Ensuring A Good Education For All Our Children, Ellen Condliffe Lagemann
Occasional Paper Series
This essay suggests that progressive education is equivalent to good education. Condliffe Lagemann poses the question: What do we need to do to ensure that good education becomes more universally available than it is today? The answer lies in developing a new science of education, one that better integrates research, practice, and policy, and does a better job of educating the public about education.
Introduction: It Should Not Be Left To Chance, Jonathan G. Silin
Introduction: It Should Not Be Left To Chance, Jonathan G. Silin
Occasional Paper Series
Silin introduces an essay from the annual Barbara Biber lecture, speaking to the importance of progressive education, and the flaws regarding the standardization of learning.
A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro
A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro
Occasional Paper Series
In this paper we present Bank Street’s approach as represented in a set of five inter-related principles. We begin by briefly describing the origins and rationale of teacher education at Bank Street. From this description we generate principles that emerge from Bank Street’s history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. In our view, this necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices.
Delicate Moments: Kids Talk About Socially Complicated Issues, Amy Bauman
Delicate Moments: Kids Talk About Socially Complicated Issues, Amy Bauman
Occasional Paper Series
Early adolescents showed the author that developing a complex understanding of oneself in the world requires ample opportunities to publicly speak one's own story in the presence of a mindful listener. The story that follows is as much about creating spaces for students to craft social understandings as it is about political conclusions. It is about the ways in which adults ask children questions, and the ways children answer. Finally, it is about the nature of silence and the ambivalence of speaking.