Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 30 of 77

Full-Text Articles in Education

Small Schools And The Issue Of Race, Linda C. Powell Dec 2017

Small Schools And The Issue Of Race, Linda C. Powell

Occasional Paper Series

Bank Street College of Education, in conjunction with the Consortium on Chicago School Research did a study of small schools in Chicago. This paper examines one element of the findings in depth - the interaction of race and school size. Powell argues that small schools are by their very nature an anti-racist intervention.


Historical Perspectives On Large Schools In America, Robert L. Hampel Dec 2017

Historical Perspectives On Large Schools In America, Robert L. Hampel

Occasional Paper Series

Hampel evaluates the large school versus small school debate from a historical perspective. Until the 1970's, the small school was seen as the problem, not the answer. This essay will look at five beliefs, each firmly held for a long time by most educators.


Small Schools And The Issue Of Scale, Patricia A. Wasley, Michelle Fine Dec 2017

Small Schools And The Issue Of Scale, Patricia A. Wasley, Michelle Fine

Occasional Paper Series

Wasley and Fine write this essay to respond to the oft-heard claim that small schools are not a systemic reform strategy. They argue, instead, that there is now a broad professional and community consensus for small schools; major policy moves within urban, suburban, and rural communities are being advanced to create and maintain small schools, and substantial social science evidence documents the efficiency and equity potential of small schools .


Small Schools: What's Small?, Matt Gladden Dec 2017

Small Schools: What's Small?, Matt Gladden

Occasional Paper Series

Essay examining the question of what constitutes a small school through the Chicago Small Schools Study. It explores why educators are founding new small schools and documents the diverse range of small schools that flourish throughout Chicago. Building from these observations, it then seeks to identify characteristics that delineate small schools and provide them the opportunity to improve students' educational experiences.


Black Girls Are More Than Magic, Gloria J. Ladson-Billings Dec 2017

Black Girls Are More Than Magic, Gloria J. Ladson-Billings

Occasional Paper Series

Despite the current interest in "Black Girl Magic" this essay argues that what Black women have accomplished and endured is more than mere magic. Instead, they reflect a dogged determinism to work toward liberation of all people. That determination has been in the forefront of human liberation for centuries.


Untying The Knot, Charisse Jones Dec 2017

Untying The Knot, Charisse Jones

Occasional Paper Series

No abstract provided.


Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis Dec 2017

Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis

Occasional Paper Series

Black and brown girls remain too often at the margins not only in society at large and in our schools but also in our research and writing about schools. Herein we argue for careful consideration of the specific ways that their raced and gendered identities render these girls vulnerable and put them in jeopardy so that educators and scholars do not become complicit in their marginalization. We focus on dynamics of invisibility and hypervisibility. While these dynamics may seem to be diametrically opposite, both involve the process of what scholar Nancy Fraser (2000) calls “misrecognition” (p. 113).


Not Only A Pipeline: Schools As Carceral Sites, Connie Wun Dec 2017

Not Only A Pipeline: Schools As Carceral Sites, Connie Wun

Occasional Paper Series

Conversations surrounding school discipline have largely focused on the ways that schools and their punitive policies have funneled students into the criminal justice system through the school to prison pipeline. Recently, there has been an increase in scholarship from scholars who argue that schools are not only funneling students into prisons, but that schools and prisons operate as a nexus – the two working symbiotically to discipline and punish students of color, predominantly Black male students (Meiners, 2010; Sojoyner, 2013). Drawing from these analyses, I argue that schools are characterized by multi-layered disciplinary landscapes that operate as carceral sites onto themselves ...


Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar Dec 2017

Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar

Occasional Paper Series

Staples and Jayakumar introduce this issue of the Occasional Paper Series that speaks to the #SayHerName social justice initiative. The movement aims to expose the experiences of Black and Brown girls and women who are subject to police violence in society and various violences in schools. In response to this movement, this issue includes stories of Black and Brown women from early childhood education through higher education.


Lessons Learned From Authors Of Picture Book Biographies Of Activists And The Original Biographies They Inspired, Jay Saper Dec 2017

Lessons Learned From Authors Of Picture Book Biographies Of Activists And The Original Biographies They Inspired, Jay Saper

Graduate Student Independent Studies

This thesis examines the significance of picture book biographies of activists as accessible entry points to teach social movement history and embolden readers to lead courageous lives that confront injustice. The first section is grounded in lessons learned from 19 authors doing outstanding work in the field today: Andrea Davis Pinkney, Carole Boston Weatherford, Cynthia Chin-Lee, David Adler, Debbie Levy, Donna Jo Napoli, Doreen Rappaport, Duncan Tonatiuh, Emily Arnold McCully, Icy Smith, Jabari Asim, Jen Cullerton Johnson, John Hendrix, Kate Schatz, Matt Tavares, Michelle Markel, Richard Michelson, Sarah Warren, and Tanya Lee Stone. I identify and explore ten themes across ...


What Should We Make Of Standards?: Barbara Biber Lecture, Vito Perrone Dec 2017

What Should We Make Of Standards?: Barbara Biber Lecture, Vito Perrone

Occasional Paper Series

In a lecture dedicated to Barbara Biber, Perrone offers a brief perspective on her work and then discusses the Standards movement at the time - 1999. This essay offers a criticism of the movement and how it is far removed from the individual learning experience. Standardization dominated educational discourse at the time and continues to do so now.


Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson Dec 2017

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.


The Developmental-Interaction Approach To Education: Retrospect And Prospect, Nancy Nager, Edna K. Shapiro Dec 2017

The Developmental-Interaction Approach To Education: Retrospect And Prospect, Nancy Nager, Edna K. Shapiro

Occasional Paper Series

This paper analyzes the past, present, and future of the developmental-interaction approach to education: human development and the interaction between thought and emotion as well as the interaction between learners and their environment. Shapiro and Nager review the history of the developmental-interaction approach, outlining its essential features and tracing Bank Street College's distinctive role in its evolution. They then reassess key assumptions, address criticisms of developmental theory and its place in education, and suggest possible new directions.


Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli Nov 2017

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 Nov 2017

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 Nov 2017

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.


Living In The World, David Penberg Nov 2017

Living In The World, David Penberg

Occasional Paper Series

Penberg's essay highlights that through teaching abroad, he learned to respect the variety of human associations and multiple forms of intelligence. Travel has been an inextricable part of his education. It has enriched his teaching and contributed to his personal development.


What We Bring With Us And What We Leave Behind: Six Months In Post-Apartheid South Africa, Virginia Casper, Donna Futterman, Evan Casper-Futterman Nov 2017

What We Bring With Us And What We Leave Behind: Six Months In Post-Apartheid South Africa, Virginia Casper, Donna Futterman, Evan Casper-Futterman

Occasional Paper Series

The authors, a family, reflect on their experiences living, volunteering, and going to school in South Africa for six months. They sought to live in a society in which white people were not the majority and to experience the transformation of the new South Africa, not as tourists, but as participants.


Curriculum Drama: Using Imagination And Inquiry In A Middle School Social Studies Classroom, Catherine Franklin Nov 2017

Curriculum Drama: Using Imagination And Inquiry In A Middle School Social Studies Classroom, Catherine Franklin

Occasional Paper Series

This essay provides a vivid window into an eighth-grade class engaged in a legislative curriculum drama. Students acted as members of political parties within the Senate and participated in legislative hearings, discussed costs and benefits to legislation, and engaged in debates. Curriculum drama formed a bridge that linked the task of teaching and learning about a defined unit of study to the authentic interests, concerns, and energies of the students


The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell Nov 2017

The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell

Occasional Paper Series

Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.


Principles For Responding To Children In A Traumatic Time, Sal Vascellaro Nov 2017

Principles For Responding To Children In A Traumatic Time, Sal Vascellaro

Occasional Paper Series

A list of principles that aim to help educators in their struggle to respond to the range of traumatic experiences many children have to live with—the death of a loved one, serious illness, violence, drug addiction, homelessness. This list offers something tangible to use as they respond to the children in their care.


The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte Nov 2017

The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte

Occasional Paper Series

This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer.


Re-Visioning The World Trade Center, Alexandra Weisman Nov 2017

Re-Visioning The World Trade Center, Alexandra Weisman

Occasional Paper Series

This is a story that takes place more than a year after September 11, 2001. It is about the complex, ongoing ways that this event has affected curriculum. It is also about the thoughtful and ingenuous ways that eleven- year-old students at the Bank Street School for Children came to “re-vision” the World Trade Center site through three different perspectives.


Living In Question, Cynthia Rothschild Nov 2017

Living In Question, Cynthia Rothschild

Occasional Paper Series

September 11 and the following months found Rothschild's students asking: "Why is there suffering?" "What has real value for me and for my society?" and, most resoundingly, "Is there a God?" She had few answers. The value that came to the forefront in her post-September 11 teaching was the value of living in question.


"Building Up": Block Play After September 11, Lisa Edstrom Nov 2017

"Building Up": Block Play After September 11, Lisa Edstrom

Occasional Paper Series

Like most people in New York City, the children in Edstrom's class were affected by the events of September 11. However, not until five weeks later did these particular five- and six year-olds begin to make sense of what happened. Through the use of block play, they were able to explore the difficult emotions and questions we all had about the World Trade Center attack


A Story To Tell, Megan Rose Nov 2017

A Story To Tell, Megan Rose

Occasional Paper Series

Rose recounts her experience on September 11 while being the teacher of an eleventh grade class. This essay demonstrates a teacher's need to be a leader and caregiver in the face of disaster, and subsequently allow for reflection and processing of emotions. Initially, her job stifled her own emotional response to the attack, but she was eventually able to use curriculum and creativity in the classroom to help herself and her students engage and reflect on their experiences.


Introduction: Teaching Through A Crisis: September 11 And Beyond, Alison Mckersie Nov 2017

Introduction: Teaching Through A Crisis: September 11 And Beyond, Alison Mckersie

Occasional Paper Series

An introduction to a volume of essays that provided a vehicle through which educators could share their experiences following September 11. This includes how teachers were addressing the troubling questions that the tragedy raised: What kinds of conversations had been sparked among children, teachers, and parents? How had curriculum shifted in response to this heretofore unimaginable event?


Structures & Supports: Building A Throughline Approach To District Partnerships, Jessica Charles Nov 2017

Structures & Supports: Building A Throughline Approach To District Partnerships, Jessica Charles

All Faculty and Staff Papers and Presentations

Bank Street College is committed to collaborative, systematic district reform that supports every layer of the school system so that districts are able to thoughtfully plan and implement large-scale instructional improvement initiatives to achieve maximum impact on student learning. The Bank Street Education Center “Education Center,” has developed a “Throughline” approach to district reform, designed to support districts across the system to foster conditions that enable schools to act as units of change and embed strong instructional practices through teacher leaders and teams.


The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin Oct 2017

The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin

Occasional Paper Series

This paper illustrates the need for direct acknowledgement and support of children and faculty of color in inclusive educational settings. Muslin recounts her experiences at many different schools and how each offered a new perspective on diversity. The most profound impacts she has made in her community stem from her work at Bank Street School for Children, where she and her fellow faculty recognized the importance of having separate meetings and focus groups devoted to the concerns of people of color within the institution.


Conversations With Children About Death, Molly Sexton-Reade Oct 2017

Conversations With Children About Death, Molly Sexton-Reade

Occasional Paper Series

This paper emphasizes the need for conversations around death in the classroom. Today's children are exposed to information about death through a wide variety of media. Teachers have a responsibility to provide opportunities for children to process this information in ways that are developmentally appropriate - acknowledging children's "magical thinking" as well as experiences children may have surrounding death.