Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Methods (245)
- Curriculum and Social Inquiry (228)
- Educational Assessment, Evaluation, and Research (188)
- Early Childhood Education (38)
- Social and Behavioral Sciences (34)
-
- Elementary Education (31)
- Teacher Education and Professional Development (28)
- Social and Philosophical Foundations of Education (17)
- Bilingual, Multilingual, and Multicultural Education (15)
- Language and Literacy Education (15)
- Arts and Humanities (13)
- Disability and Equity in Education (12)
- Psychology (12)
- Education Policy (11)
- Public Affairs, Public Policy and Public Administration (11)
- Sociology (10)
- Child Psychology (9)
- Elementary Education and Teaching (8)
- Art Education (7)
- Indigenous Education (7)
- Educational Leadership (6)
- Educational Psychology (6)
- Race and Ethnicity (6)
- Secondary Education (5)
- Special Education and Teaching (5)
- Children's and Young Adult Literature (4)
- English Language and Literature (4)
- Gender and Sexuality (4)
- Keyword
-
- Early childhood education (20)
- Progressive education (13)
- Education (11)
- Early childhood (10)
- Play (9)
-
- Teaching (9)
- Trans educators (9)
- COVID-19 (8)
- Elementary education (8)
- Teacher education (8)
- Children's literature (7)
- Disability (6)
- Experiential learning (6)
- Resistance (6)
- Social justice (6)
- Trees (6)
- Gender (5)
- Intersectionality (5)
- Literacy (5)
- Literature (5)
- Preschool (5)
- School reform (5)
- Critical pedagogy (4)
- Indigenous children (4)
- Kindergarten (4)
- Mathematics education (4)
- Race (4)
- Social studies (4)
- Teaching and learning (4)
- Art education (3)
Articles 211 - 240 of 278
Full-Text Articles in Curriculum and Instruction
Conversations With Children About Death, Molly Sexton-Reade
Conversations With Children About Death, Molly Sexton-Reade
Occasional Paper Series
This paper emphasizes the need for conversations around death in the classroom. Today's children are exposed to information about death through a wide variety of media. Teachers have a responsibility to provide opportunities for children to process this information in ways that are developmentally appropriate - acknowledging children's "magical thinking" as well as experiences children may have surrounding death.
Wouldn't It Be Cool If Everyone Turned Out To Be Blue? Building A Curriculum About Sexual Orientation For Nine- And Ten-Year-Olds, Stephanie Nelson
Wouldn't It Be Cool If Everyone Turned Out To Be Blue? Building A Curriculum About Sexual Orientation For Nine- And Ten-Year-Olds, Stephanie Nelson
Occasional Paper Series
Nelson draws upon her experiences as an elementary school teacher to discuss ways in which sexual orientation can be addressed through curriculum. Aspects of the curriculum implemented in the Bank Street School for Children included "Gay Talks", read alouds, debates, and discussions about civil rights and how they relate to the LGBTQ community.
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Performing Gender In The Elementary Classroom, Gail Masuchika Boldt
Occasional Paper Series
This paper raises questions about teachers’ interventions into children’s exchanges around gender in elementary classrooms. Masuchika Boldt argues that gender is ever-present in the classroom and children are constantly making assertions about the meaning of gender and the authenticity of their own and others’ gender performances. She speaks to the question, “If a teacher does interpret this exchange as being at least in part about gender, what, if any, response is called for?”
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Occasional Paper Series
An introduction to this Occasional Paper, in which four educators describe their approaches to tough topics in the classroom—gender, sexual identity, death, and diversity. Despite differing subject matter, the essays have much in common from which we can learn. An important commonality is the involvement of at least three kinds of learning— cognitive, emotional, and social.
Normalizing The Need For Help: What All Teachers Need, Nancy Gropper
Normalizing The Need For Help: What All Teachers Need, Nancy Gropper
Occasional Paper Series
Gropper recalls her need for support when she first joined the graduate faculty at Bank Street College as a Supervised Fieldwork advisor. She explores the connections between her own most recent experiences as a newcomer and what all new teachers need in order to succeed - teacher support. This article describes critical components of a teacher support program, referencing the methods of the New Educators Support Team (NEST).
Starting Over Again: Comparing The First And Second Years Of Teaching, Scott Moran
Starting Over Again: Comparing The First And Second Years Of Teaching, Scott Moran
Occasional Paper Series
Moran compares his experience during his first year of teaching with his second. After receiving his M.S.Ed. and completing a very successful first year of teaching, he thought that he had reached an important milestone. However, his confidence was shaken when he began his second year, realizing that the students as individuals and within the group dynamic can vary greatly from class to class. Each group offers new challenges and thus new learning experiences for teachers.
Introduction: The First Years Out, Judith Leipzig
Introduction: The First Years Out, Judith Leipzig
Occasional Paper Series
An introduction to a series of essays from former Bank Street advisees that reflect on their first-year teaching experiences. The essays reflect the voices of those in the midst of becoming the teachers they hope to be. They touch on important aspects of teaching such as being present, bringing one's whole self, recognizing the interdependence between students and teachers, and generosity.
Teaching My Child To Resist In Kindergarten, Christine Ferris
Teaching My Child To Resist In Kindergarten, Christine Ferris
Occasional Paper Series
Ferris describes how she taught her son to resist in his kindergarten classroom while drawing on her own experiences as an educator. Their experience draws attention to common teaching methods that do not promote socialization or free thinking. This also highlights the issues that can arise when the value system of a school does not align with a family's own beliefs - especially when alternative schools are not a viable option.
Student Resistance And Standardization In Schools, Frank Pignatelli
Student Resistance And Standardization In Schools, Frank Pignatelli
Occasional Paper Series
A criticism of the current climate of public schools where standardization is key, compliance is rewarded, and resistance is met with lowered status and increased scrutiny. This article asserts that acts of resistance can be crucial opportunities to promote a student’s moral, political, and intellectual development. Civic education, student agency, conflict management, and communities of inquiry are areas that require attention and application in the classroom.
The Power Of More Than One, Jane King
The Power Of More Than One, Jane King
Occasional Paper Series
Jane King reflects on her experiences as a preschool teacher eager to use methods outside of the norm. She resists activities that encourage homogeneity and strives to promote autonomy and free thinking in her students. After transitioning from teacher to parent, she still uses this philosophy to make small changes in her daughter's classroom and encourage her children to engage in acts of resistance and critical thinking both in and out of school.
Everyday Tactics And The Carnavalesque: New Lenses For Viewing Resistance In Preschool, Joseph Tobin
Everyday Tactics And The Carnavalesque: New Lenses For Viewing Resistance In Preschool, Joseph Tobin
Occasional Paper Series
Tobin builds upon Steve Schultz's argument that young children’s resisting authority in preschool is a rehearsal or training ground for resisting authority later in life. Using this perspective, this article turns to theories of power and resistance to help us understand everyday events in preschools, and to suggest implications for the choices we make as adults who work with young children.
Building Higher Than We Are Tall: The Power Of Narrative Inquiry In The Life Of A Teacher, Stephanie Bevacqua
Building Higher Than We Are Tall: The Power Of Narrative Inquiry In The Life Of A Teacher, Stephanie Bevacqua
Occasional Paper Series
Bevacqua offers two anecdotes from her teaching career that illustrate young children testing the limits of classroom rules and exploring their autonomy and agency. She reflects on her career as a progressive teacher who works to redefine traditional power relations in the classroom by supporting the children’s investigation of community rules and codes of appropriate behavior.
Introduction: Rethinking Resistance In Schools, Jonathan G. Silin
Introduction: Rethinking Resistance In Schools, Jonathan G. Silin
Occasional Paper Series
This issue of Occasional Papers began as a Graduate School seminar honoring Steven Schultz, a much beloved and respected faculty member whose untimely death greatly impacted the Bank Street community. In 1989, Steve’s work was on the cutting edge of attempts to see acts of individual and collective resistance in preschool classrooms as potential precursors of political resistance among adults. The essays in Rethinking Resistance reflect a broad range of experiences and perspectives that prompt us to rethink the meaning and importance of resistance.
Stayers, Leavers, Lovers, And Dreamers: Why People Teach And Why They Stay - 2004 Barbara Biber Lecture, Marilyn Cochran-Smith
Stayers, Leavers, Lovers, And Dreamers: Why People Teach And Why They Stay - 2004 Barbara Biber Lecture, Marilyn Cochran-Smith
Occasional Paper Series
Marilyn Cochran-Smith delivers the Barbara Biber Lecture at Bank Street College in memorial of her legacy as a researcher, scholar, and leader in progressive education. Cochran-Smith focuses on what lies at the heart of teaching and learning on an individual level as well as what it will take to improve the current state of urban schools. Her main points address teacher retention and differences among generations of teachers.
Attending To Hu'huk: Lessons For A Teacher, Elizabeth Park
Attending To Hu'huk: Lessons For A Teacher, Elizabeth Park
Occasional Paper Series
Elizabeth Park, a middle school ESL teacher and adjunct faculty member at Bank Street, draws on her Master’s research done at the College to describe how she learned to work with three challenging students. Park brings to life her passion for her subject matter, for knowing her students, and for learning while teaching. These are the foundations of an effective progressive pedagogy.
“White People Are Gay, But So Are Some Of My Kids”: Examining The Intersections Of Race, Sexuality, And Gender, Stephanie A. Shelton
“White People Are Gay, But So Are Some Of My Kids”: Examining The Intersections Of Race, Sexuality, And Gender, Stephanie A. Shelton
Occasional Paper Series
A significant body of research examines the roles and characteristics of teachers who identify as allies to lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Literature notes LGBTQ students’ vulnerability but often excludes students’ racial identities as relevant to LGBTQ identities. Drawing on queer theory and a longitudinal study, this paper examines through individual and focus group interviews the ways that a novice English Education teacher shifted from a bifurcated understanding of race as separate from LGBTQ topics to a position that fully embraced the importance of race as a factor in both serving LGBTQ students and teaching LGBTQ-positive topics.
Changing The Shape Of The Landscape: Sexual Diversity Frameworks And The Promise Of Queer Literacy Pedagogy In The Elementary Classroom, Cammie Kim Lin
Changing The Shape Of The Landscape: Sexual Diversity Frameworks And The Promise Of Queer Literacy Pedagogy In The Elementary Classroom, Cammie Kim Lin
Occasional Paper Series
Analyzing LGBTQ-inclusive children’s literature and teaching practices in the elementary classroom, the author outlines a vision for a queer literacy pedagogy. The article begins with a description of four different sexual diversity frameworks: homophobia/heterosexism, tolerance/visibility, social justice, and queer. It includes an exploration of children’s literature and teaching practices that exemplify each framework, making explicit the connections between theory and practice. It then expands on the theories, principles, and practices composing queer literacy pedagogy. The article will be of particular interest to teacher educators and elementary classroom teachers, though the frameworks are equally applicable to all levels and settings.
Learning A Tough Lesson: My Life As A Nyc Teaching Fellow, Allen Ellenzweig
Learning A Tough Lesson: My Life As A Nyc Teaching Fellow, Allen Ellenzweig
Occasional Paper Series
First person account of a new teacher who came through the New York City Teaching Fellows Program only to resign from teaching 8 weeks into the school year.
Collaborations For Success: Teachers, Families, And Funders Working Together, Sarah Samuels
Collaborations For Success: Teachers, Families, And Funders Working Together, Sarah Samuels
Occasional Paper Series
Samuels shows how collaboration with families, colleagues, and funders helped her to survive and thrive as a new teacher. She knew from the start that she could not go it alone and sought opportunities at every turn to work with others.
"I Hope This Will Be A Good Year For Me..." : A Career-Changer Stumbles On The Fast Track To Teaching, Miranda Barry
"I Hope This Will Be A Good Year For Me..." : A Career-Changer Stumbles On The Fast Track To Teaching, Miranda Barry
Occasional Paper Series
Describes the very difficult experience of a new teacher who was inadequately prepared to manage her classroom of 35 students.
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.”