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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.


Stayers, Leavers, Lovers, And Dreamers: Why People Teach And Why They Stay - 2004 Barbara Biber Lecture, Marilyn Cochran-Smith Jun 2017

Stayers, Leavers, Lovers, And Dreamers: Why People Teach And Why They Stay - 2004 Barbara Biber Lecture, Marilyn Cochran-Smith

Occasional Paper Series

Marilyn Cochran-Smith delivers the Barbara Biber Lecture at Bank Street College in memorial of her legacy as a researcher, scholar, and leader in progressive education. Cochran-Smith focuses on what lies at the heart of teaching and learning on an individual level as well as what it will take to improve the current state of urban schools. Her main points address teacher retention and differences among generations of teachers.


Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler Oct 2016

Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler

Occasional Paper Series

Describes the issue's purpose, which is a "modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires" -- author.


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.