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Articles 1 - 30 of 44
Full-Text Articles in Education
Walking The Walk: Linking Teaching And Advocacy, Danielle Morrison
Walking The Walk: Linking Teaching And Advocacy, Danielle Morrison
Occasional Paper Series
Discusses the author's journey from being a teacher to being a teacher for change.
Becoming A Teacher Leader Within Your Classroom: A Dialogue, Jill Stacy, Nayantara Mhatre
Becoming A Teacher Leader Within Your Classroom: A Dialogue, Jill Stacy, Nayantara Mhatre
Occasional Paper Series
Describes a spontaneous relationship that has equal measures of mentoring, peer coaching, and teaming.
Across Classrooms: School Quality Reviews As A Progressive Educational Policy, Doug Knecht, Nancy Gannon, Carolyn Yaffe
Across Classrooms: School Quality Reviews As A Progressive Educational Policy, Doug Knecht, Nancy Gannon, Carolyn Yaffe
Occasional Paper Series
Knecht, Gannon, and Yaffe, former New York Department of Education administrators, describe their work adding a quality review process to the accountability system for city schools. Positing that the quality review is itself a progressive process, they argue that it can help schools to focus more on the lived experiences of their students and less on high stakes moments.
Holding Space For Progressive Practice, Abbe Futterman, Dyanthe Spielberg, Cecelia Traugh
Holding Space For Progressive Practice, Abbe Futterman, Dyanthe Spielberg, Cecelia Traugh
Occasional Paper Series
Elementary principals Futterman and Spielberg and Bank Street dean Traugh use a descriptive review process to share their methods for maintaining educational spaces that are grounded in progressive values, in the face of conflicting mandates from the district or the state.
“We All Is Teachers”: Emergent Bilingual Children At The Center Of The Curriculum, Ysaaca D. Axelrod
“We All Is Teachers”: Emergent Bilingual Children At The Center Of The Curriculum, Ysaaca D. Axelrod
Occasional Paper Series
Incorporating data from an ethnographic case study of a bilingual (Spanish/English) Head Start program serving the children of Dominican and Mexican immigrants, Axelrod explores the tensions in parents’, teachers’, and administrators’ beliefs about language use and the role of play.
Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava
Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava
Occasional Paper Series
Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers.
The Center For Inquiry: Anatomy Of A Successful Progressive School, Christine H. Leland, Amy Wackerly, Christine Foxen Collier
The Center For Inquiry: Anatomy Of A Successful Progressive School, Christine H. Leland, Amy Wackerly, Christine Foxen Collier
Occasional Paper Series
Describes the work of the Center for Inquiry Schools in Indianapolis, Indiana. Authors Leland, Wackerly, and Collier were part of the original cohort of teachers and university faculty who founded a progressive magnet school. Premised on inquiry-based teaching and learning, the Center for Inquiry has grown from one to four schools.
City-As-School: Internship-Based Learning In New York City Public Schools, Rachel Seher, Melissa Birnbaum, Alan Y. Cheng
City-As-School: Internship-Based Learning In New York City Public Schools, Rachel Seher, Melissa Birnbaum, Alan Y. Cheng
Occasional Paper Series
Paints a portrait of a high school with experiential learning at its core; at City-As-School in New York City, internships take the place of many classroom-based courses.
Reenvisioning The Classroom: Making Time For Students And Teachers To Play, Jill Leibowtiz, Corinthia Mirasol-Spath
Reenvisioning The Classroom: Making Time For Students And Teachers To Play, Jill Leibowtiz, Corinthia Mirasol-Spath
Occasional Paper Series
Explores the benefits of play for students and teachers alike in a New York City elementary school that provides students with time to explore their interests through long-term projects of their choosing.
Now Is The Time, Jonathan Silin, Meredith Moore
Now Is The Time, Jonathan Silin, Meredith Moore
Occasional Paper Series
In an era when intense pressure has been brought to bear on educators at all levels to “fix” education, Progressive Practices in Public Schools is designed to shine a light on the programs and pedagogy that are too often hidden from public view. The goal is to highlight what is hopeful by identifying educators who model rich, complex, and compelling alternatives to what is on offer from many contemporary “reformers.”
Preparing Teachers For High-Need Schools: A Focus On Thoughtfully Adaptive Teaching, Arlene Mascarenhas, Seth Parsons, Sarah Cohen Burrowbridge
Preparing Teachers For High-Need Schools: A Focus On Thoughtfully Adaptive Teaching, Arlene Mascarenhas, Seth Parsons, Sarah Cohen Burrowbridge
Occasional Paper Series
Differentiated instruction, or thoughtfully adaptive teaching, helps teachers successfully meet the needs of students in under-served schools. Teacher education institutions can do their part by forming partnerships with high-needs schools so teacher candidates can gain experience in a supportive environment. Along with providing a solid grounding in pedagogy, teacher education programs need to help candidates develop their own vision of teaching. Vision is seen as a way for teachers to remain true to their core values, and as a way to stay focused on how to do the best for all of their students.
The Right To Learn: Preparing Early Childhood Teachers To Work In High-Need Schools, Julie Diamond, Fretta Reitzes, Betsy Grob
The Right To Learn: Preparing Early Childhood Teachers To Work In High-Need Schools, Julie Diamond, Fretta Reitzes, Betsy Grob
Occasional Paper Series
Three teacher educators trained in the 1960's reflect on how to ensure educational equity in high-needs schools of today. The article starts with a description of the education the writers want for all children, and outline the processes and practices needed to sustain it. This is followed by a discussion on how schools of education can equip teachers with the values, understandings, and strategies they will need to achieve these goals.
Commentary, Marjorie Siegel
Commentary, Martha Foote
Toward Meaningful Assessment: Lessons From Five First-Grade Classrooms, Laura Kates
Toward Meaningful Assessment: Lessons From Five First-Grade Classrooms, Laura Kates
Occasional Paper Series
A case study of six first grade teachers' responses to a performance assessment mandated in New York City Public Schools from 1998 to 2003.
The New Orleans Reformed Public School System: National Model?, Raynard Sanders
The New Orleans Reformed Public School System: National Model?, Raynard Sanders
Occasional Paper Series
The author describes what happened to the New Orleans Public Schools after Hurricane Katrina.
Racing To The Top: Who’S Accounting For The Children?, Celia Genishi, Anne Haas Dyson
Racing To The Top: Who’S Accounting For The Children?, Celia Genishi, Anne Haas Dyson
Occasional Paper Series
The authors argue that teachers are accountable not to some narrow “top” but to the rhythms and rhymes of their developing students.
Educational Revolution, Peter Taubman
Educational Revolution, Peter Taubman
Occasional Paper Series
Invites the reader to reclaim the conversation and turn back the on-going privatization and corporatization of public schools.
The Teacher Accountability Debate, Diane Ravitch
The Teacher Accountability Debate, Diane Ravitch
Occasional Paper Series
The teacher accountability narrative is part of a larger effort to restructure the teaching profession by turning it into a market-based activity.This paper seeks to deconstruct the assumptions embedded in the narrative.
Overcoming Barriers To Coteaching, Seamus O'Connor
Overcoming Barriers To Coteaching, Seamus O'Connor
Occasional Paper Series
Seamus O’Connor, a high school special education teacher, shares a story of bridging a divide. He takes a clear and honest look at the evolution of his relationship with his coteaching partner, Carol. In doing so, he explores themes of equity, trust, and negotiated differences in building a collaborative classroom.
Front Matter And Introduction, Valentine Burr
Front Matter And Introduction, Valentine Burr
Occasional Paper Series
The writers in this issue of Occasional Papers advocate for models of inclusion that support children’s capabilities and challenge systemic inequities based on ableism and cultural biases. They examine the complex and changing nature of collaboration between general and special educators in inclusion settings. Underlying these essays, though not always explicitly stated, is recognition that the fields of special education and disability studies can deepen and inform each other.
Selected Works By Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin
Selected Works By Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin
Occasional Paper Series
Selected works by Harriet Cuffaro.
When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir
When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir
Occasional Paper Series
Unit blocks have probably been used in some Icelandic preschools since 1950 or 1960, but a turning point occurred when one of the author's teachers from the Iceland University of Education (Fosturskoli Islands), Jonina Tryggvadottir, returned from studying with Harriet Cuffaro at Bank Street College in New York City.
Introduction: Living A Philosophy Of Early Childhood Education - A Festschrift For Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin
Introduction: Living A Philosophy Of Early Childhood Education - A Festschrift For Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin
Occasional Paper Series
This issue of the Occasional Paper Series is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift—a volume reflecting the values, theories, and passions of a senior scholar in a field—seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than we can possibly count. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has “unfolded and connected” essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. …
Toward A More Loving Framework For Literacy Education, Clio Stearns
Toward A More Loving Framework For Literacy Education, Clio Stearns
Occasional Paper Series
In this provocative and moving essay, Clio Stearns, a Bank Street educated teacher, toggles back and forth between moments with her young daughter who daily grows more attached to books and moments with her fifth grade students who remain disconnected from her carefully chosen texts. Refracted through a psychoanalytic lens and a deeply caring heart, Stearns’ description of her classroom practices offers a canny account of all that she must give up in order to see through and past her students’ resistance. In a surprising turn of events she learns to join with her students as they become curious …
Building After-School Islands Of Expertise In “Wrestling Club”, Victor Sensenig
Building After-School Islands Of Expertise In “Wrestling Club”, Victor Sensenig
Occasional Paper Series
This paper examines a public library that channeled and enhanced children’s expertise through a program called Wrestling Club. It shows that by validating children’s interest in a nonacademic topic, librarians can motivate them to willingly take part in authentic reading and writing practices. The paper also suggests how a high-interest subject such as professional wrestling can become a vehicle for academic development.
Time For A Paradigm Shift: Recognizing The Critical Role Of Pictures Within Literacy Learning, Beth Olshansky
Time For A Paradigm Shift: Recognizing The Critical Role Of Pictures Within Literacy Learning, Beth Olshansky
Occasional Paper Series
Broadens the definition of literacy with the help of children’s drawings and conversations. The author shows how the social practices of literacy are enacted in and through the visual.
Theorising Through Visual & Verbal Metaphors: Challenging Narrow Depictions Of Children And Learning, Sophie Rudolph
Theorising Through Visual & Verbal Metaphors: Challenging Narrow Depictions Of Children And Learning, Sophie Rudolph
Occasional Paper Series
Through a rich description of how young children use drawing to express their emerging understandings of the world, Rudolph disrupts narrow definitions of the child as learner.
Art Education At Bank Street College, Then And Now, Edith Gwathmey, Ann Marie Mott
Art Education At Bank Street College, Then And Now, Edith Gwathmey, Ann Marie Mott
Occasional Paper Series
Takes readers through the history of art education at Bank Street College to show the innovative and child-centered approaches that continue to challenge dominant educational thinking.
A “Widespread Atelier” For Exploring Energy: “From Wave To Wave”, A Unique Place Where Science, Art, And Design Intersect And Converge In An Open And Dynamic Way, Giulio Ceppi
Occasional Paper Series
Offers insight into the development of an atelier in the Apennine Mountains in Italy and challenges us to rethink what counts as art materials in children’s lives.