Bank Street College of Education

EDUCATE (Bank Street College of Education)
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    1133 research outputs found

    Paths Forward to Salary Parity for New York: National Models for Equity in Early Childhood Education Compensation

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    Pay parity for early childhood educators is critical to reducing turnover, improving job quality, and achieving an equitable child care system. This publication explores compensation reform nationwide and offers ideas for local and state financing options to better support the early childhood workforce and New York families.

    The Best Children\u27s Books of the Year in Spanish [2024 edition]

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    An annotated list of the best children\u27s books in Spanish published or translated in 2023. In English and Spanish. Spanish title: Los mejores libros infantiles del año 2024.

    #33 Celebrating the Occasional Paper Series 50th Issue

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    At this salon, we will enact what Occasional Papers has always done - inviting participants to join us in dreaming about a future in which we fully realize our commitment to radical openness. What should our next decade of issues look and sound like? How can we best use Occasional Papers to represent and help create classrooms of. vitality, experimentation, justice and joy? With presentations by: Sara Akbari a primary years\u27 educator with experience in US and Canadian independent schools, whose approach to teaching is deeply rooted in DEI and SEL practices. Nell Becker a 4th/5th grade educator at Central Park East 2 in East Harlem, dedicated to project/student based learning and anti-racist, inclusive education. Gail Boldt the Senior Editor of the Bank Street Occasional Papers and a Distinguished Professor of Education at Penn State University. Suzanne Conklin Akbari a professor of Medieval Studies at the Institute for Advanced Study in Princeton, NJ, engaged in public-facing language and history work in collaboration with Lenape (Delaware) communities. Jonathan Silin editor emeritus of the Occasional Papers, former member of the graduate faculty at Bank Street College, and Fellow, Centre for Sexual Diversity Studies, University of Toronto. Amy Stuart Wells dean of Bank Street Graduate School of Education and professor emeritus of sociology and education at Teachers College, Columbia University (TC).

    #32 Transforming Online Teaching in Higher Education

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    This in person salon invites attendees to engage in discussion around online teaching and learning in higher education through a progressive lens. Featuring our presenters: Robin Hummel taught fifth grade through high school in public schools for over 25 years in southern New Jersey. As Bank Street\u27s co-director of online learning and director of the math leadership program, she serves as an advisor to graduate students and teachers mathematics, mathematics pedagogy, and action research. Laura Zadoff is co-director of online teaching and learning where she supports faculty in teaching with technology and is engaged in the development of new online programs. Steve Goss is a clinical faculty member and chair of the Management and Technology program in the division of Business Programs at NYU School of Professional Studies (NYU SPS). He has taught diverse student audiences including K-12, undergraduate, and graduate students. His courses closely relate to his academic interests, including online education, technology innovation, and experiential learning.

    Indigenous Pedagogies: Land, Water, and Kinship

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    Indigenous communities, across lands and waters, engage in and build complex knowledge systems emergent from particular values and ways of perceiving and being in the world (Cajete, 1994; Deloria & Wildcat, 2001). Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. Meaning: for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to our knowledge systems. In Issue #49 of the Bank Street Occasional Papers, Indigenous Pedagogies: Land, Water and Kinship, we bring together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts

    Looking Down, Up, Forwards and Backwards: Telling the Story of the Menominee Sustainable Forest

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    The common narratives of history focus often focus on settlement and colonization. These stories often focus on the destruction of natural resources and the historic trauma of Indigenous who used and preserved them for thousands of years. The story of the Menominee, a Native nation, in southeast Wisconsin, offers a counternarrative of success. Using primary sources and the scholarship of Wisconsin-based activists, historians, and educators, this article explores the civic actions Menominee needed to protect their sustainable forest and how these lessons can be used to teach environmental stewardship in elementary classrooms

    Kate Berube: 2023 Irma Black Award Silver Medal Acceptance Speech

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    Illustrator Kate Berube gives an acceptance speech for John\u27s Turn, written by Mac Barnett (Candlewick)

    Indigenous Pedagogies: Land, Water, and Kinship

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    A Snapshot of ECE Apprenticeship Programs

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    This publication offers a closer look at the key features of existing apprenticeship programs across the United States—such as the diversity and range of approaches to credentials, partnership models, funding, and how programs deliver quality mentoring and/or coaching support—to reimagine how program quality can be strengthened to deepen learning for participants.

    The Best Board Books of the Year [2023 edition]

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    The inaugural edition of our annotated list of the very best board books for ages zero to four that were published in 2021 and 2022.


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