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Disability and Equity in Education
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
- Keyword
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- Special education (4)
- Teachers (3)
- Teaching (3)
- Learning (2)
- Academic progress (1)
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- Behavioral interventions (1)
- Case studies in education (1)
- Cerebral palsy (1)
- Children's books (1)
- Children's learning (1)
- Classroom curriculum (1)
- Dalton School (1)
- Deaf children (1)
- Early childhood classrooms (1)
- Educational technology (1)
- Home and school (1)
- Inclusion (1)
- Learning disabilities (1)
- Learning disabled children (1)
- Lifelong learning (1)
- Master teachers (1)
- Math games (1)
- Mathematics teaching (1)
- Nonverbal communication (1)
- Progressive education (1)
- Reading (1)
- Reading aloud (1)
- School computers (1)
- Schooling (1)
- Social competence (1)
Articles 1 - 17 of 17
Full-Text Articles in Teacher Education and Professional Development
Spreading Out Its Roots: Bank Street Advisement And The Education Of A Teacher, William Ayers
Spreading Out Its Roots: Bank Street Advisement And The Education Of A Teacher, William Ayers
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the intricate and life shaping lessons learned by the author during his tenure as a graduate student at Bank Street College.
Front Matter And Forward, Frank Pignatelli, Susanna W. Flaum
Front Matter And Forward, Frank Pignatelli, Susanna W. Flaum
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Explains the issue's focus on the advisory program at the Bank Street College Graduate School of Education.
Talking With Symbols, Elizabeth Helfman
Talking With Symbols, Elizabeth Helfman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Discusses a classroom of seven children with cerebral palsy and the effective communication techniques they learned through the language of symbols.
Front Matter, Bank Street College Of Education
Front Matter, Bank Street College Of Education
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
Must Schools Hinder Education?, Lorraine Monroe
Must Schools Hinder Education?, Lorraine Monroe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A brief essay which explores the differences between schooling and education.
A Mainstreaming Story: What The Labels Leave Out, Susan Goetz
A Mainstreaming Story: What The Labels Leave Out, Susan Goetz
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Case study of a kindergarten child who defied the labels and evaluation reports and surprised his teachers and classmates.
Spiders & Webs: The Core Curriculum And Tutoring, Deborah Ostrosky
Spiders & Webs: The Core Curriculum And Tutoring, Deborah Ostrosky
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the connection between a child's tutoring sessions and her school success.
"Ok Can We Try Now?" One Student's Communications On A Classroom Computer Network, Shelly V. Goldman, Carol Reich, Alison Matthews
"Ok Can We Try Now?" One Student's Communications On A Classroom Computer Network, Shelly V. Goldman, Carol Reich, Alison Matthews
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A case study describing one of fifteen students at The Lexington School for the Deaf who participated in a pilot program called the Literacy Network.
Case Study Of A Quiet Child: A Graduate Student's View, Marilyn Bisberg
Case Study Of A Quiet Child: A Graduate Student's View, Marilyn Bisberg
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Follows a student teacher in a therapeutic nursery school who worked with a noncommunicative young girl.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.
How To Con Your Teacher, Bernice M. Wilson
How To Con Your Teacher, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes how specific and detailed instruction in social awareness is as important to teaching the child with learning problems as the teaching of reading.
The "Concept Teaching" Game: A Rationale, Hal Melnick
The "Concept Teaching" Game: A Rationale, Hal Melnick
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Teachers recognize the importance of motivation in successful children's learning and are looking for approaches to mathematics teaching that promote strong, positive feelings toward the subject. Thus, learning games have once again become part of the instructional repertoire.
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
The Value Of Re-Reading...Again And Again, Bernice M. Wilson
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the importance of allowing children to re-read their favorite books.
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.
The Master Teacher: A Personal Reflection, Carol Hillman
The Master Teacher: A Personal Reflection, Carol Hillman
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes that working with young children requires an attitude based on willingness to grow, one that puts the teacher as well as the children in the role of the learner.
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.