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Full-Text Articles in Education

Choosing Advocacy Apr 2019

Choosing Advocacy

Occasional Paper Series

Two articles comprise this publication. In "Beyond the Story-Book Ending: Literature for Young Children About Parental Estrangement and Loss," Megan Matt analyzes over 30 books for young children on the topics of abandonment, estrangement, divorce, and foster care. She observes that this loss might appear as an event within the story or as a fear articulated by a young child. She states that, as an educator, she hopes that she can make the children realize that their own stories are "real" and legitimate, no matter what messages they might encounter or fail to encounter in the media. In "Walking the ...


Alternative Routes To Teacher Certification Apr 2019

Alternative Routes To Teacher Certification

Occasional Paper Series

Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.


Delicate Moments: Kids Talk About Socially Complicated Issues Apr 2019

Delicate Moments: Kids Talk About Socially Complicated Issues

Occasional Paper Series

The author offers an analysis of the failures and insights she experienced working with adolescents at a progressive school while discussing how the students understood and experienced race and identity -- their own and that of others. While she encountered students who were willing to take her into their worlds, her efforts fell flat when her questions turned out to be about their experiences of race and class. In response to such questions, Bauman received, on the whole, confusion, a few stories that distanced the teller from the events, and queries about whether this was "what she wanted." At that point ...


Welcoming The Stranger: Essays On Teaching And Learning In A Diverse Society Apr 2019

Welcoming The Stranger: Essays On Teaching And Learning In A Diverse Society

Occasional Paper Series

This issue of "Occasional Papers" is filled with stories by and about "strangers"--people of all ages who perceive themselves or have been perceived by others as outsiders either because of who they are, where they have come from, or even how recently they have arrived in this country. Successful educators know that the ability to welcome the stranger into the classroom, indeed an entire group of strangers each September, is essential to building a productive, caring community of learners. They know, too, that, from the point of view of students new to the school or society, the culture of ...


High-Needs Schools: Preparing Teachers For Today's World Apr 2019

High-Needs Schools: Preparing Teachers For Today's World

Occasional Paper Series

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with ...


Teacher Leaders: Transforming Schools From The Inside Apr 2019

Teacher Leaders: Transforming Schools From The Inside

Occasional Paper Series

Teacher leadership is "hard." Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: "mentoring," to address the essential question of teacher helping teacher; "transforming school ...


Classroom Life In The Age Of Accountability Apr 2019

Classroom Life In The Age Of Accountability

Occasional Paper Series

Concerned that various reforms promising greater professional autonomy and status as well as student success are actually disempowering teachers, impoverishing intellectual life in schools, and serving as a portal for the marketization of teaching and education, editors invited teachers to respond to the ways in which the proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education. The editors' goal was to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of ...


Art & Early Childhood: Personal Narratives & Social Practices Apr 2019

Art & Early Childhood: Personal Narratives & Social Practices

Occasional Paper Series

No abstract provided.


The Other 17 Hours: Valuing Out-Of-School Time Apr 2019

The Other 17 Hours: Valuing Out-Of-School Time

Occasional Paper Series

No abstract provided.


Toward A More Loving Framework For Literacy Education Apr 2019

Toward A More Loving Framework For Literacy Education

Occasional Paper Series

No abstract provided.


Inclusive Classrooms: From Access To Engagement Apr 2019

Inclusive Classrooms: From Access To Engagement

Occasional Paper Series

No abstract provided.


Challenging The Politics Of The Teacher Accountability Movement: Toward A More Hopeful Educational Future Apr 2019

Challenging The Politics Of The Teacher Accountability Movement: Toward A More Hopeful Educational Future

Occasional Paper Series

No abstract provided.


Life In Inclusive Classrooms: Storytelling With Disability Studies In Education Apr 2019

Life In Inclusive Classrooms: Storytelling With Disability Studies In Education

Occasional Paper Series

No abstract provided.


Progressive Practices In Public Schools Apr 2019

Progressive Practices In Public Schools

Occasional Paper Series

No abstract provided.


Constructivists Online: Reimagining Progressive Practice Apr 2019

Constructivists Online: Reimagining Progressive Practice

Occasional Paper Series

No abstract provided.


Claiming The Promise Of Place-Based Education Apr 2019

Claiming The Promise Of Place-Based Education

Occasional Paper Series

No abstract provided.


Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro Apr 2019

Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro

Occasional Paper Series

No abstract provided.


Am I Patriotic? Learning And Teaching The Complexities Of Patriotism Here And Now Mar 2019

Am I Patriotic? Learning And Teaching The Complexities Of Patriotism Here And Now

Occasional Paper Series

This issue of the Bank Street Occasional Paper Series seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism.


Supporting Young Children Of Immigrants In Prek-3 Mar 2019

Supporting Young Children Of Immigrants In Prek-3

Occasional Paper Series

This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.


#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools Mar 2019

#Sayhername: Making Visible The T/Terrors Experienced By Black And Brown Girls And Women In Schools

Occasional Paper Series

No abstract provided.


Queering Education: Pedagogy, Curriculum, Policy Mar 2019

Queering Education: Pedagogy, Curriculum, Policy

Occasional Paper Series

No abstract provided.


Critical Mathematical Inquiry Mar 2019

Critical Mathematical Inquiry

Occasional Paper Series

Welcome to Issue 41 of Bank Street’s Occasional Paper Series. The issue features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). In what follows, we present our framing of mathematics education as a participatory venue for CMI and situate it in the context of another, perhaps more familiar approach to teaching mathematics for social justice (TMfSJ).


The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey Mar 2019

The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey

Occasional Paper Series

In this study, we offer an analysis of the phrase the "soft bigotry of low expectations" and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and "tools of whiteness" (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to ...


Elementary Mathematics And #Blacklivesmatter, Theodore Chao, Maya M. Marlowe Mar 2019

Elementary Mathematics And #Blacklivesmatter, Theodore Chao, Maya M. Marlowe

Occasional Paper Series

The #BlackLivesMatter movement has opened up conversations in schools across the country about systemic racism, a “new” civil rights movement, and the treatment of children of color. In this article, a veteran elementary teacher uses the #BlackLivesMatter movement to help her students see the power of mathematics in their own lives, taking care to first connect with her school community so as not to incite trauma. Using an age-appropriate activity to investigate the feelings of anger felt by the Black community of Ferguson County, Missouri, shortly before the police murdered Michael Brown, we construct a conversation on what elementary mathematics ...


Mathematics For Whom: Reframing And Humanizing Mathematics, Cathery Yeh, Brande M. Otis Mar 2019

Mathematics For Whom: Reframing And Humanizing Mathematics, Cathery Yeh, Brande M. Otis

Occasional Paper Series

Mathematics for social justice allows students to see mathematics as an analytic tool to understand and influence issues important to them and their communities. Existing work in teaching mathematics for social justice often connects to secondary curriculum. But what about elementary mathematics? This paper describes the theoretical frames and gives an example of social justice-oriented mathematics with elementary-age students. We share the process of analyzing published K-6 mathematics curriculum as an entryway to engage in investigations that raise students’ awareness of social issues and to develop their mathematical power and sense of self as mathematics thinkers and doers.


Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice Mar 2019

Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice

Occasional Paper Series

Tells the story of how mathematics influenced a long term investigation around feeling powerful within an early childhood classroom. Written by Early Childhood Teacher, Elinor J. Albin, and Dean of Faculty, Gretchen Vice, this essay outlines the guiding questions by which teachers at The Advent School in Boston, MA connect mathematics to overarching themes and social-emotional learning. “Power to Change” concludes with observations about how and why mathematics provided a language for building social-emotional intelligence in four and five year olds.


The World In Your Pocket: Digital Media As Invitations For Transdisciplinary Inquiry In Mathematics Classrooms, Lynette Deaun Guzmán, Jeffrey Craig Mar 2019

The World In Your Pocket: Digital Media As Invitations For Transdisciplinary Inquiry In Mathematics Classrooms, Lynette Deaun Guzmán, Jeffrey Craig

Occasional Paper Series

Building a curriculum from online digital media may provide opportunities for students to draw on their funds of knowledge, deconstruct dominant narratives, and engage with complex multimodal artifacts. We focus on an example of how we have used a digital infographic, The World as 100 People, to unpack global and local issues in mathematics classrooms. Using digital media as invitations for critical mathematical inquiry, we call for mathematics educators to push back on (1) the way mathematics should be formally taught in schools, and (2) a common practice of social media restrictions in schools.


Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper Mar 2019

Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper

Occasional Paper Series

When faced with the challenge of supporting students to do the “messy” mathematical work necessary for exploring social justice problems through critical mathematical inquiry, teachers might rely on more procedural or direct instruction. Because how students learn matters as much as what they learn, this can inadvertently limit students’ engagement with mathematics. Instructional strategies designed to foster equitable collaboration can support critical mathematical inquiry by promoting norms for equitable student engagement and mathematics identity development. As teachers and students negotiate what counts as mathematics engagement and who has access to mathematics, students’ authority over mathematics and social justice issues increases.


Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity, Debasmita Basu, Steven Greenstein Mar 2019

Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity, Debasmita Basu, Steven Greenstein

Occasional Paper Series

Learning mathematics becomes more effective when teachers leverage their students' mathematical and everyday knowledge as resources for instruction. Thus, tasks that reveal these forms of knowledge would be especially useful to teachers. Unfortunately, such tasks are hard to find and even harder to create. Consequently, we developed a collection of mathematical tasks that we hoped would elicit “children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including children’s mathematical thinking, and children’s cultural, home, and community-based knowledge)” (Turner et al., 2012, p. 68 ...


Quantitative Civic Literacy, Mary Candace Raygoza Mar 2019

Quantitative Civic Literacy, Mary Candace Raygoza

Occasional Paper Series

As teachers strive to reimagine mathematics classrooms as interdisciplinary, problem-posing spaces that connect to students’ lives, communities, and the world, how can they prepare young people to develop as civic actors, to build quantitative civic literacy? This article explores how mathematics teachers may support students to learn about and take civic action in relation to mathematical study of societal inequalities. Keeping in mind there is not a singular way of conceiving what it means to develop students as democratic citizens, this article offers a call to explore the range of ways quantitative civic literacy may be understood and taken up.