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Educational Psychology

Teachers

Bank Street College of Education

Articles 1 - 4 of 4

Full-Text Articles in Education

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.


Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore Sep 2016

Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore

Occasional Paper Series

Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in “Say that the River Turns.” She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions.


How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder Oct 2015

How Do We Know A Good Teacher (1948), Barbara Biber, Agnes Snyder

Bank Street Thinkers

In engagingly simple language, the authors illustrate the many facets of personality and knowledge that make up good teachers and good teaching. They also detail the many reasons why evaluating good teaching is so difficult.


The Relationship Between Teacher Satisfaction And Developmentally Responsive Structures At New York City Middle Schools, Elianna Rose Lippold-Johnson May 2012

The Relationship Between Teacher Satisfaction And Developmentally Responsive Structures At New York City Middle Schools, Elianna Rose Lippold-Johnson

Graduate Student Independent Studies

The purpose of this research was to investigate the experience of teachers at two New York City middle schools to see how developmentally responsive school-wide structures influenced their professional satisfaction and commitment to their schools.