Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 30 of 33
Full-Text Articles in Education
Progressive Practices In Public Schools
Constructivists Online: Reimagining Progressive Practice
Constructivists Online: Reimagining Progressive Practice
Occasional Paper Series
No abstract provided.
Promoting Shared Decision Making Through Descriptive Inquiry, Rachel Seher, Cecelia Traugh, Alan Cheng
Promoting Shared Decision Making Through Descriptive Inquiry, Rachel Seher, Cecelia Traugh, Alan Cheng
All Faculty and Staff Papers and Presentations
This article describes the process through which faculty members at City-As-School, a progressive public high school in New York City, recently began to use descriptive inquiry to more fully actualize one of the school’s core values: a commitment to “democracy as a way of life” (Dewey 1939, 2).
Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson
Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson
Occasional Paper Series
A lecture that discusses the "developmental-interaction" perspective and practice that has become the hallmark of Bank Street. Erickson builds upon the relations of mutual influence among students, teachers, and learning environments, and taking account of the relations between local practice within the small-scale "here and now" interactional ecosystems of immediate learning environments and the workings of culture, language, and society across more distal connections in social space and time.
The Developmental-Interaction Approach To Education: Retrospect And Prospect, Nancy Nager, Edna K. Shapiro
The Developmental-Interaction Approach To Education: Retrospect And Prospect, Nancy Nager, Edna K. Shapiro
Occasional Paper Series
This paper analyzes the past, present, and future of the developmental-interaction approach to education: human development and the interaction between thought and emotion as well as the interaction between learners and their environment. Shapiro and Nager review the history of the developmental-interaction approach, outlining its essential features and tracing Bank Street College's distinctive role in its evolution. They then reassess key assumptions, address criticisms of developmental theory and its place in education, and suggest possible new directions.
Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli
Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli
Occasional Paper Series
Pignatelli introduces two narratives by Tom Roderick and John Wolfe that test our belief in public education as a special space where American society holds fast to its promise to vanquish inequity, to assure equal opportunity, and to nurture a kinder, more just citizenry.
It Should Not Be Left To Chance: Ensuring A Good Education For All Our Children, Ellen Condliffe Lagemann
It Should Not Be Left To Chance: Ensuring A Good Education For All Our Children, Ellen Condliffe Lagemann
Occasional Paper Series
This essay suggests that progressive education is equivalent to good education. Condliffe Lagemann poses the question: What do we need to do to ensure that good education becomes more universally available than it is today? The answer lies in developing a new science of education, one that better integrates research, practice, and policy, and does a better job of educating the public about education.
Introduction: It Should Not Be Left To Chance, Jonathan G. Silin
Introduction: It Should Not Be Left To Chance, Jonathan G. Silin
Occasional Paper Series
Silin introduces an essay from the annual Barbara Biber lecture, speaking to the importance of progressive education, and the flaws regarding the standardization of learning.
"See, Two Yellows Make A Rectangle!": Constructing Meaningful, Emergent Learning Moments In A Structured Special Education Program, Lucy Bayer
Graduate Student Independent Studies
This paper explores the relationship between emergent, child-driven learning and the structured curricula of a special education program. Relying on current research and theory as driving forces, the author designed and implemented a series of math lessons with a small group of kindergarten students in a self-contained, special-education setting. The paper begins in narrative form, detailing the author’s journey to her current line of inquiry. Empirical research and educational theory about both emergent, child-driven learning and math instruction are then summarized. The following two chapters chronicle the author’s work with her students. These chapters are presented as both narrative documentation …
A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro
A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro
Occasional Paper Series
In this paper we present Bank Street’s approach as represented in a set of five inter-related principles. We begin by briefly describing the origins and rationale of teacher education at Bank Street. From this description we generate principles that emerge from Bank Street’s history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. In our view, this necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices.
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.
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.
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. …
Technology As A Tool For Collaboration, Understanding & Engagement, Kai Johnson
Technology As A Tool For Collaboration, Understanding & Engagement, Kai Johnson
Occasional Paper Series
The author incorporates multimodal online inquiry to deepen the thinking of children in his elementary classroom. When he sees how engaged his students are in their work, he realizes that this is a true picture of constructivist learning.
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Occasional Paper Series
Cover page, table of contents, editors' notes.
Thinking Together: The Value Of Discussion In The Five Year Old's Classroom, Elizabeth C. Radens, Susan Schwimmer
Thinking Together: The Value Of Discussion In The Five Year Old's Classroom, Elizabeth C. Radens, Susan Schwimmer
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Illustrates a kindergarten classroom where the teacher places a high value upon questions - child or adult generated. Discussion is the centerpiece of the program.
Play As A Growth Process (1951), Barbara Biber
Play As A Growth Process (1951), Barbara Biber
Bank Street Thinkers
"What do play experiences do for child growth? If a child can have a really full wholesome experience with play, he will be having the most wholesome kind of fun that a child can have. For a child to have fun is basic to his future happiness. His early childhood play may become the basic substance out of which he lays down one of his life patterns, namely, not only that one can have fun but that one can create fun...."
The Bank Street Program: Child Growth And Learning In Social Studies Experiences (1952), Charlotte B. Winsor
The Bank Street Program: Child Growth And Learning In Social Studies Experiences (1952), Charlotte B. Winsor
Bank Street Thinkers
"The teachers and psychologists who are the Bank Street group lay no claim to the discovery of any new axioms in educational practice. They have invented no method, no device, no gadget that opens magic doors to learning. What they have done is to establish principles based upon the needs and purposes of children, related to the world in which they live..." This article illustrates a program at City and Country School in which class jobs, such as running the school post office, supply store, and printing shop form the base for social studies experiences. Applying a philosophy similar to …
The Bank Street Thinkers: Foundational Knowledge To Support Our Roots And Wings, Bank Street College Of Education
The Bank Street Thinkers: Foundational Knowledge To Support Our Roots And Wings, Bank Street College Of Education
Bank Street Thinkers
A series of papers and lectures that explore Bank Street history, the concepts of teaching and teacher preparation, our long history of social studies teaching and curriculum development, the role of language and play in young children's growth, and a look at the meaning of competence in schools.
Social Studies And Geography (1934), Lucy Sprague Mitchell
Social Studies And Geography (1934), Lucy Sprague Mitchell
Bank Street Thinkers
Lucy Sprague Mitchell muses upon the meaning of each of the title words separately and then together providing insight into how children learn best -- by doing. Discusses Mitchell's concepts of human geography and how school trips promote students' understanding of their world.
Progressive Education: Why It's Hard To Beat, But Also Hard To Find, Alfie Kohn
Progressive Education: Why It's Hard To Beat, But Also Hard To Find, Alfie Kohn
Progressive Education in Context
Looks at the varying ways educators characterize progressive education, why progressive education makes sense, and why it might be the exception rather than the rule in educational philosophies.
When Good Ideas Flow Two Ways, Mary Ellen Kenny
When Good Ideas Flow Two Ways, Mary Ellen Kenny
Progressive Education in Context
Describes the collaboration between Bank Street College Graduate School of Education and the Bank Street School for Children.
A Parent's Point Of View, Sandra Pinnavaia
A Parent's Point Of View, Sandra Pinnavaia
Progressive Education in Context
A parent in the Bank Street School for Children offers her perspective on the value of the educational philosophy and classroom practice in the School.
I Learned That A Nail Can Go Through A Bottlecap Easily: The Buddies Program At Bank Street, Greg David, Emily Linsay
I Learned That A Nail Can Go Through A Bottlecap Easily: The Buddies Program At Bank Street, Greg David, Emily Linsay
Progressive Education in Context
The buddies program at the Bank Street School for Children, where each classroom pairs with a classroom in another grade for a full year, is at its core a reflection of Bank Street's developmental interaction approach and an extension of the classroom experience.
Technology At The Bank Street School For Children, Wendy Apfel
Technology At The Bank Street School For Children, Wendy Apfel
Progressive Education in Context
Describes the meaningful use of technology in a progressive school setting.
What Are You Doing For Others?, Traci Pearl, Sasha Elias
What Are You Doing For Others?, Traci Pearl, Sasha Elias
Progressive Education in Context
Discusses the community service projects, an important component in the curriculum of the School for Children.
Tools For Life - Lower School Coordinator Laura Guarino's Address To Lower School Families On Curriculum Night, October 25, 2012, Laura Guarino
Tools For Life - Lower School Coordinator Laura Guarino's Address To Lower School Families On Curriculum Night, October 25, 2012, Laura Guarino
Progressive Education in Context
In a message to parents of young children, Laura Guarino emphasizes Bank Street School for Children's focus on helping children develop their capacity to be learners, to be flexible thinkers, and creative problem solvers.
The Early Years : A Handbook For New Early Childhood Progressive Educators, Mallory Morris
The Early Years : A Handbook For New Early Childhood Progressive Educators, Mallory Morris
Graduate Student Independent Studies
This master's project provides research, advice, and suggestions that will continue to prepare progressive early childhood teachers for their first years in the classroom.
Progressive Education In Context, I-Iv, Bank Street School For Children
Progressive Education In Context, I-Iv, Bank Street School For Children
Progressive Education in Context
Contains current articles that highlight aspects of the educational vision, mission, and values of the Bank Street School for Children.
Racial Disproportionality In Special Education: Causes, Outcomes And Avenues For Change, John Gillies
Racial Disproportionality In Special Education: Causes, Outcomes And Avenues For Change, John Gillies
Graduate Student Independent Studies
In school systems across the United States, disproportionality in special education along racial and ethnic lines is not merely a problem of overrepresentation or underrepresentation, but misrepresentation. African Americans, Hispanics, and Native Americans are given incorrect diagnoses, disproportionate educational designations, and inappropriate placements. The key factors behind disproportionality include racial bias among educators and other service providers, socio-economic status, substandard early childhood environments, and family composition. Inappropriate special education placements can lead to increased rates of school dropout, poor academic achievement, lower-paying jobs, and juvenile crime. Therefore disproportionality is not a problem confined to the education system, it is of …