1533 research outputs found
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#15 Resiliency of the Child and the Power of Play
No full textA panel discussion with child life practitioners and alumni contributors to: Handbook of Medical Play Therapy and Child Life: Interventions in Clinical and Medical Settings, edited by Lawrence C. Rubin (Routledge).
Panel discussion moderated by Troy Pinkney-Ragsdale, with panelists Lawrence C. Rubin, John Luongo, Susanna Paisley, Deborah Vilas, and Patty Weiner.https://educate.bankstreet.edu/librarysalons/1014/thumbnail.jp
Long Trip 2018 Alabama Itinerary and Preparation Packet
Get PDFhttps://educate.bankstreet.edu/longtrip-2018/1001/thumbnail.jp
An Inquiry Into Creating and Supporting Engagement in Online Courses
Get PDFIn this chapter, authors offer what they have discovered about creating and facilitating structures that support active engagement that promote social construction of knowledge in online interactions.https://educate.bankstreet.edu/faculty-staff/1032/thumbnail.jp
Constructed Patriotism; Shifting (Re)Presentations and Performances of Patriotism Through Curriculum Materials
Get PDFWhat does it mean to be patriotic? How are notions of patriotism (re)presented and performed in curriculum materials? In attempting to answer these questions, we contend that it is necessary to move beyond the word patriotic as an isolated concept to explore it in relation to specific temporal, geographic, political, economic, and institutional contexts. Patriotism, or to be patriotic, is conceptualized and means something quite different—and manifests differently—in different eras and in different countries.
We utilize curriculum materials and documents as a lens through which to explore different conceptions and manifestations of patriotism as they pertain to the education of children in two very different national and historical contexts: communist central European Czechoslovakia of the 1970s and 1980s and contemporary New Zealand in the deep South Pacific. Patriotism in education in Czechoslovakia of the 1970s and 1980s took the form of positioning oneself loyal to one block (communist or non-communist) or another (enemy vs. non-enemy). In contrast, this form of nationalistic patriotism is largely absent from contemporary New Zealand education where, at least as it is conceptualized in educational policy, there is, as Roberts (2009) suggests, a “new patriotism” focused on success in the global economy. This new patriotism of contemporary New Zealand is more global and neoliberal in nature and stands in distinct contrast to the first-world, second-world structure of the patriotism visible in communist Czechoslovakia
And Then They Talked Back and Took Over: One Teacher’s Journey Towards Creating a Meaningful Read Aloud Practice
Get PDFRead alouds are an important component of a balanced literacy curriculum, namely because of the opportunities they present for students to practice comprehension strategies such as making text to self connections, as well as finessing their speaking and listening skills while other students are voicing those connections. Despite this, read alouds were not occurring within my classroom. For this site based inquiry research, I delved into how I, as the teacher, could establish an effective read aloud practice within a busy classroom. I explored the teacher moves during read alouds, and monitored the students’ responses to gage how they were interacting with the text. I categorized the students’ responses according to levels of engagement, and used that data to consider how to make those interactions more purposeful. Classroom teachers of other grades were also surveyed in order to gain data about the various ways they incorporate read alouds into their routine, and their responses were intended to inspire my own practice. My goal in conducting this research was to discover the how behind establishing a read aloud curriculum, starting with such practical adjustments as making the time in our schedule, and then moving on to discovering the most potent teacher moves that would create a high level of engagement from behalf of the students
Implementing NH ChILD: A Comprehensive Approach to Professional Learning to Reach All New Haven Early Childhood Educators
Get PDFNew 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.https://educate.bankstreet.edu/faculty-staff/1039/thumbnail.jp
Dr. Sal Vascellaro, Interviewed by Brett Dion 1
No full textPast Bank Street Archivist Brett Dion interviews Dr. Salvatore Sal Vascellaro, graduate faculty at Bank Street since 1988. He is both a Supervised Fieldwork Advisor and Course instructor at Bank Street. This is the first of 2 interviews that Brett conducted with Sal, the second interview that took place on June 22, 2018 can be found here.https://educate.bankstreet.edu/oralhistories/1004/thumbnail.jp
#17 Children\u27s Literature Showcase
No full textA discussion with some members of the Children\u27s Book Committee about the 2018 edition of the Best Children\u27s Books of the Year.https://educate.bankstreet.edu/librarysalons/1016/thumbnail.jp
#18 Am I Patriotic?
No full textCelebrating the launch of Occasional Paper Series #40 Am I Patriotic? Learning and Teaching the Complexities of Patriotism Here and Now
With discussion and interpretation by contributing authors:
Mark Kissling (issue editor), Assistant Professor of Education, Penn State University; Bill Ayers, GSE \u2787, Distinguished Professor of Education, Senior University Scholar (Retired), University of Illinois at Chicago; Nell Becker, 4th/5th Grade Teacher, Central Park East, 2; Samuel Tanner, Assistant Professor of Literacy Education, Penn State University, and Mark Helmsing, Assistant Professor, Graduate School of Education, George Mason University.https://educate.bankstreet.edu/librarysalons/1017/thumbnail.jp
Lessons From the Field: Culturally Competent Support for Family, Friend and Neighbor Caregivers in Seattle
Get PDFRefugee Women’s Alliance (ReWA) and Chinese Information and Service Center (CISC) both have many years of experience working with Seattle/King County\u27s immigrant communities. ReWA and CISC participate in an initiative to support family, friend and neighbor caregivers and promote the value of kith and kin care. They have learned valuable lessons about culturally respectful, empowering, and meaningful support and communication with caregivers. This paper highlights the nine most important factors they have found for creating a culturally inclusive support program for family, friend and neighbor caregivers