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Articles 1 - 18 of 18
Full-Text Articles in Education
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.
Say That The River Turns: Social Justice Intentions In Progressive Public School Classrooms, Beatrice Fennimore
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.
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.
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.
Leonard Covello: A Study Of Progressive Leadership And Community Empowerment, Lorenzo Krakowsky, Patrick Shannon
Leonard Covello: A Study Of Progressive Leadership And Community Empowerment, Lorenzo Krakowsky, Patrick Shannon
Occasional Paper Series
Describes Leonard Covello's progressive work at and around Benjamin Franklin High School in East Harlem, NY.
No Teaching More Fulfilling: An Interview With Pam Jones, Linda Levine
No Teaching More Fulfilling: An Interview With Pam Jones, Linda Levine
Occasional Paper Series
Teacher educator Linda Levine interviews colleague Pamela Jones on her enduring commitment to quality education for all. Pam shares her thoughts and insight into what it takes to be a successful teacher in high-needs urban schools. Two guiding principles emerge as prerequisites for success: teachers need to be true to themselves and to find teaching assignments in places that resonate with them.
Schooling Of And For Democracy, Deborah Meier
Schooling Of And For Democracy, Deborah Meier
Occasional Paper Series
The author asserts that it’s time for us to “measure” schools by the values we believe in for public life in general, and to “measure” our students, then, by the long-term impact they will have on our larger society and the vitality of our democracy.
Introduction: Diving Into The Wreckage: Our Schools, Education Reform, And The Future Society, William Ayers
Introduction: Diving Into The Wreckage: Our Schools, Education Reform, And The Future Society, William Ayers
Occasional Paper Series
"In this special issue of the Bank Street Occasional Papers, we will dive into the wreckage, engage the fight, and hope to reclaim the ground of education in and for democracy." --Author.
Doing Dewey, Carol Rodgers
Doing Dewey, Carol Rodgers
Occasional Paper Series
In this article, I describe and analyze my experience as a teacher of, and a teacher who does, Dewey. In the process I hope to draw a picture of what it means to strive for integrity between theory and practice. I talk about why it matters to work from a theory of education, especially in an age where “clinical practice” is vaunted and theory is viewed as expendable, even as a slightly shameful waste of time. I focus on particular Deweyan principles, primarily the principle of reflection, and illustrate how that theory manifests itself in my practice. I …
Global Childhoods, Asian Lifeworlds: After School Time In Hong Kong, Nicola Yelland, Sandy Muspratt, Caja Gilbert
Global Childhoods, Asian Lifeworlds: After School Time In Hong Kong, Nicola Yelland, Sandy Muspratt, Caja Gilbert
Occasional Paper Series
Explores home spaces through a cultural lens, asking questions about eastern and western perceptions of home learning.
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.
Nature Preschools: Putting Nature At The Heart Of Early Childhood Education, Ken Finch, Patti Bailie
Nature Preschools: Putting Nature At The Heart Of Early Childhood Education, Ken Finch, Patti Bailie
Occasional Paper Series
Describes nature preschools as places that go beyond the typical preschool teachings within the classroom. Activities at nature preschools may include child-centered outdoor investigations, unstructured play and exploration in rich outdoor settings, large, natural areas to explore, and special programs that might include making maple syrup or apple cider, meeting live animals, and discovering pond life.
Discovering Place-Based Education In The Foothills Of The Himalayas, Monimalika Day, Doug Hernandez
Discovering Place-Based Education In The Foothills Of The Himalayas, Monimalika Day, Doug Hernandez
Occasional Paper Series
The central feature of this paper is a portrait of a teacher conducting lessons near a pond in a remote village in the foothills of the Himalayas. It describes how the teacher provides opportunities for her young students to explore their natural environment and helps them to connect with their place. It is essential to note that her story represents the efforts of many other preschool teachers working with Prakriti.
Place-Based Education: (Re)Integrating Ecology & Economy, Mark T. Kissling, Angela M. Calabrese Barton
Place-Based Education: (Re)Integrating Ecology & Economy, Mark T. Kissling, Angela M. Calabrese Barton
Occasional Paper Series
Describes the relationship between ecology and economy in place-based education.
Curtain Up: Place-Based Teaching & Learning In The New York City Theater District, Peggy Mcnamara, Bryan Andes
Curtain Up: Place-Based Teaching & Learning In The New York City Theater District, Peggy Mcnamara, Bryan Andes
Occasional Paper Series
In this article we describe and analyze the process first grade teachers used as they guided their students to investigate a place in their school community called “the Theater District,” an important industry in the neighborhood.
Reclaiming The Promise Of Place: An Interview With David Greenwood, Roberta Altman
Reclaiming The Promise Of Place: An Interview With David Greenwood, Roberta Altman
Occasional Paper Series
David Greenwood (formerly Gruenewald) is a Canada research chair in environmental education at Lakehead University, where he also directs the Centre for Place and Sustainability Studies. He has published widely on critical place-based, environmental, and sustainability education. His current interests are to continue to make connections between the big ideas of place and sustainability and other big ideas and experiences in the arts, mindfulness, embodiment, and being in the world.
Introduction: Claiming The Promise Of Place-Based Education, Roberta Altman, Susan Stires, Susan Weseen
Introduction: Claiming The Promise Of Place-Based Education, Roberta Altman, Susan Stires, Susan Weseen
Occasional Paper Series
Each of the papers in Claiming the Promise of Place-based Education offers a much-needed antidote to the forces that disconnect us from the places we teach, learn, and live in. Taken together, they provide an opportunity to reflect on the power of place in education. We invite you to enjoy the fresh air that the authors of this issue of Occasional Papers have brought with them to share with you.