109 research outputs found

    A Brief History: Bank Street College of Education

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    Documents in brief fashion the Bank Street College of Education from it\u27s earliest days as the Bureau of Educational Experiments to the present.https://educate.bankstreet.edu/books/1001/thumbnail.jp

    An exception to the rule: Bank Street College of Education as an independent professional school (1916-1990)

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    This historical case study of Bank Street College of Education examines the organizational arrangement of an independent professional school as an alternative to standard college/university-based schools of education. Bank Street College of Education claims to be a school with a clear, purposeful mission that is organized in a free-standing arrangement. This study tests the efficacy of that claim by looking at five criteria for schools of education: clear mission, strong leadership, consonant external relations, mission-supported research, and strong structure; over five periods of time.;Using Burton Clark\u27s (1971) theory of organizational saga and Grant and Riesman\u27s (1978) notion that an organization uses its distinctiveness to generate necessary resources, Bank Street College was examined to see if and how it has maintained a distinctive mission.;It was discovered that Bank Street has a strong, operable institutional saga supported by the charismatic leadership of the founding leader, Lucy Sprague Mitchell. It was also found that environmental congruence has strengthened the philosophical mission of the College, but has diffused the operationality of the mission. Although Bank Street offers an interesting alternative to standard college/university-based schools of education, its dependence on external funding makes its mission vulnerable to dilution.;Further research is needed to investigate the environmental vulnerability of mission-specific organizations

    Art Education at Bank Street College, Then and Now

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    Takes readers through the history of art education at Bank Street College to show the innovative and child-centered approaches that continue to challenge dominant educational thinking

    Lucy Sprague Mitchell

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    A short biography of Lucy Sprague Mitchell written around the time the Bank Street Writers Lab was established. Written by Writers Lab members Mary Phelps and Margaret Wise Brown.https://educate.bankstreet.edu/books/1020/thumbnail.jp

    Lucy Sprague Mitchell 1878-1967: An Hour of Remembrance

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    The family, students, colleagues and friends of Lucy Sprague Mitchell met together to remember the life and work of this distinguished educator, author and founder of the Bank Street College of Education who on October 15, 1967, died at the age of 89 at her home in Palo Alto, California.https://educate.bankstreet.edu/books/1019/thumbnail.jp

    The Developmental-Interaction Approach to Education: Retrospect and Prospect

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    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\u27s 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

    Welcoming the Stranger: Essays on Teaching and Learning in a Diverse Society

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    This issue of Occasional Papers is filled with stories by and about strangers --people of all ages who perceive themselves or have been perceived by others as outsiders either because of who they are, where they have come from, or even how recently they have arrived in this country. Successful educators know that the ability to welcome the stranger into the classroom, indeed an entire group of strangers each September, is essential to building a productive, caring community of learners. They know, too, that, from the point of view of students new to the school or society, the culture of the classroom may feel very strange. Welcoming teachers are willing to step outside of their own cultural frames to see the school from the student\u27s perspective. Common purposes and goals emerge in classrooms only when there is a genuine sharing of the things that really matter to everyone present, not just when the rules and routines are posted. In classrooms where students can tell their stories, they come to feel safe, to know that they will be heard, and to recognize that they can legitimately hold on to parts of the past even as they move into the future. Students also learn that difficult emotions--uncertainty, ambiguity, loss--can be managed, contained, and shared rather than ignored or silenced. Beyond the school itself, greeting the stranger is at the heart of the democratic experience

    A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education

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    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

    Reviews and Criticisms

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    Caroline Pratt: Progressive Pedagogy In Statu Nascendi

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    This article explores two themes in the life of Caroline Pratt, founder of the Play School, later the City and Country School. These themes, central to Harriet Cuffaro’s values as a teacher and scholar, are Pratt’s early progressive pedagogy, developed during experimental shopwork between 1901 and 1908; and her theories on play and toys, developed while observing children play with her Do-With Toys and Unit Blocks between 1908 and 1914. Focusing on her early and previously unexplored writings, this article illustrates how Caroline Pratt developed a coherent theory of innovative progressive pedagogy
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