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Full-Text Articles in Education
A Framework For Coaching In Early Childhood Settings: Drawing On Bank Street College Of Education’S Developmental-Interaction Approach (Dia), Virginia Casper, Milenis Gonzalez, Tarima Levine, Emily Sharrock, Annie Schaeffing
A Framework For Coaching In Early Childhood Settings: Drawing On Bank Street College Of Education’S Developmental-Interaction Approach (Dia), Virginia Casper, Milenis Gonzalez, Tarima Levine, Emily Sharrock, Annie Schaeffing
Bank Street Education Center
Coaching helps teachers activate and better articulate their previous knowledge, skills, values, and belief systems, along with new concepts, to construct and continually refine an approach that is meaningful in their everyday work. This framework captures some commonalities of a positive coaching stance across contexts while allowing enough flexibility to make use of these ideas in ways that will serve that setting and teachers best.
Implementing Nh Child: A Comprehensive Approach To Professional Learning To Reach All New Haven Early Childhood Educators, Emily Sharrock, Courtney Parkerson
Implementing Nh Child: A Comprehensive Approach To Professional Learning To Reach All New Haven Early Childhood Educators, Emily Sharrock, Courtney Parkerson
All Faculty and Staff Papers and Presentations
New Haven Children’s Learning District (NH ChILD) envisions a city where all children have access to high quality early learning experiences. In order to turn this vision into reality for the 14,800 children ages 0-8 living in New Haven, NH ChILD is working to increase the number of spaces in high quality programs while simultaneously improving the quality of early learning experiences in existing programs. The following paper outlines NH ChILD’s beliefs, commitments, and plan for action with respect to NH ChILD’s citywide efforts for in-service professional learning.
Introduction: Teacher Leaders - Transforming Schools From The Inside, Gil Schmerler
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.
Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone
Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone
Occasional Paper Series
The authors document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math.
Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar
Activating Emotional & Analytic Engagement In Blended Learning: A Multicultural Teacher Education Example, Ramona Maile Cutri, Erin Feinauer Whiting, Stefinee E. Pinnegar
Occasional Paper Series
The authors share their experience in designing a blended multicultural education course that they hoped would increase the likelihood that the teachers they were educating would take up socially just dispositions. They examined their own learning using a critical friend relationship with a colleague experienced in developing technological responses that honor relational aspects of teacher education within a framework of sociocultural theory.
Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber
Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber
Occasional Paper Series
The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.
From Silence To Collaboration: Supporting Children With Incarcerated Parents In The Classroom, Lily Cavanagh
From Silence To Collaboration: Supporting Children With Incarcerated Parents In The Classroom, Lily Cavanagh
Graduate Student Independent Studies
To better support children with incarcerated parents in the classroom, teachers must first know themselves and their biases. Teachers and schools must work to train staff and create a school environment that supports families to form a collaborative relationship with teachers in order to provide the best care for the child. Through the creation of a handbook for teachers and a three-part professional development workshop, this thesis aims to fill this gap in teacher education and proposes some concrete examples for ways teachers can support children with incarcerated parents in the classroom.
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.
From Idea To Practice: The Brain-Based Research Team, Alexis Wright
From Idea To Practice: The Brain-Based Research Team, Alexis Wright
Progressive Education in Context
A cohort of teachers in the Bank Street School for Children spent a year in professional development around brain-based research and shared their knowledge with the rest of the teaching faculty with the plan to incorporate the research into practice.
A Look At What Are The Best Practices For Infant And Toddler Care, Tara Greaney
A Look At What Are The Best Practices For Infant And Toddler Care, Tara Greaney
Graduate Student Independent Studies
The first part of this project looks at what qualifications and trainings are currently required to be an infant/toddler caregiver in New York City. This is followed by a literature review of the professional development training program's best practices for infant/toddler care in five states. Interviews with seasoned directors of infant/toddler programs and surveys are also included.
Moving From The What To The How : The Effects Of Instructional Coaching On Student Engagement, Mark Maranto
Moving From The What To The How : The Effects Of Instructional Coaching On Student Engagement, Mark Maranto
Graduate Student Independent Studies
This study details the process of one-to-one instructional coaching and explores the question: what effect does one-to-one instructional coaching have on teacher pedagogical skill to improve student engagement?.
Designing A Professional Development Program For Teachers That Builds On Their Knowledge And Inspires Continued Commitment And Interest In Early Childhood, Susan Malone
Graduate Student Independent Studies
This study investigates teachers' participation in several forms of professional development activities, and it describes teachers' assessments of the various opportunities offered by their school.
Professional Learning Communities For Early Childhood Teachers, Kristen Scotese
Professional Learning Communities For Early Childhood Teachers, Kristen Scotese
Graduate Student Independent Studies
This study describes research related to professional development, mainly professional learning communities. The author created two professional learning communities within a child care facility in Queens, New York. This study implies that professional learning communities can be beneficial to early childhood teachers.
Lesson Study At The Bank Street School For Children, Ryan Harrity
Lesson Study At The Bank Street School For Children, Ryan Harrity
Graduate Student Independent Studies
Lesson study, the primary form of professional development in Japan, is receiving increased attention in the U. S. Its efficacy in Japan is well documented, and it has been successfully implemented in the U. S. Other educator-scholars have adequately argued for its use in American schools. What is needed, however, is more documented evidence of its implementation and outcomes, as well as school-specific frameworks for conducting lesson study in various schools, especially independent schools. There has been extensive documentation of lesson study in public schools across the U. S., but none, as we know, in independent schools. This paper establishes …