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Long Trip 2017 Detroit Itinerary
Get PDFhttps://educate.bankstreet.edu/longtrip-2017/1000/thumbnail.jp
The Arizona Kith and Kin Project
Get PDFIn 1999, soon after the federal welfare reform was enacted, many people in Pheonix, Arizona were transitioning off of welfare and into the workforce. When considering job development in any any community, the focus shifts to child care needs. A study of child care needs in the area revealed that most parents were relying on family, friends, and neighbors for care. The Association for Supportive Child Care (ASCC) became committed to reaching out to the underserved population of kith and kin caregivers in their communities to provide training and support
There and Almost Back Again
Get PDFAdcock reflects on and asses her thirty years of experience living and teaching overseas in places all over the globe. This essay focuses on the changes to both individual and national identity that take place when immersing oneself in other cultures
Introduction: It Should Not Be Left to Chance
Get PDFSilin introduces an essay from the annual Barbara Biber lecture, speaking to the importance of progressive education, and the flaws regarding the standardization of learning
See, Two Yellows Make a Rectangle! : Constructing Meaningful, Emergent Learning Moments in a Structured Special Education Program
Get PDFThis paper explores the relationship between emergent, child-driven learning and the structured curricula of a special education program. Relying on current research and theory as driving forces, the author designed and implemented a series of math lessons with a small group of kindergarten students in a self-contained, special-education setting. The paper begins in narrative form, detailing the author’s journey to her current line of inquiry. Empirical research and educational theory about both emergent, child-driven learning and math instruction are then summarized. The following two chapters chronicle the author’s work with her students. These chapters are presented as both narrative documentation and retrospective reflection. Finally, the author synthesizes her year’s work. Stemming from the research and these teaching experiences, the author draws several conclusions about the inherent value of emergent learning, the relevance of structured, content-driven curricula, and—of paramount significance—the vital and unparalleled role of the teacher as the creator and facilitator of meaningful learning experiences. The paper concludes with a statement on progressive education and the role of current early childhood special educators
Brace yourself : Motor disabilities in children\u27s literature
Get PDFThis thesis presents the writing and sharing of an original work “Brace Yourself” with a group of second grade children including clinical and legal background as well as review of selected children’s literature with similar themes. The study incorporates samples of student responses to the story and discussion of curricular themes related to inclusion and school values
The examination, analysis, and implications of educational research studies conducted on Orton-Gillingham
Get PDFOrton-Gillingham is an intensive reading program often utilized in schools across the United States for instructing children with reading difficulties or dyslexia. The current literature review aims to examine the question: What kind of educational research has been has been conducted on Orton-Gillingham\u27s effectiveness and what is lacking amongst the research? Uhry & Clark (2007) write, One difficulty with Orton-Gillingham programs is that there is relatively little research with focuses on the specific components of this complex and well integrated instruction (p. 146). This paper investigates and analyzes the research studies that have been conducted on Orton-Gillingham and also examines the gaps that may exist within the pre-existing research. Five research studies were analyzed and all differed in methodology, selection of participants, assessment administration, and implementation of Orton-Gillingham or the Orton-Gillingham based program. There is evidence lacking in Orton-Gillingham\u27s educational effectiveness, especially with the profound discrepancies amongst research studies that have been conducted on Orton-Gillingham and Orton-Gillingham based programs
Structures & Supports: Building a Throughline Approach to District Partnerships
Get PDFBank Street College is committed to collaborative, systematic district reform that supports every layer of the school system so that districts are able to thoughtfully plan and implement large-scale instructional improvement initiatives to achieve maximum impact on student learning. The Bank Street Education Center “Education Center,” has developed a “Throughline” approach to district reform, designed to support districts across the system to foster conditions that enable schools to act as units of change and embed strong instructional practices through teacher leaders and teams.https://educate.bankstreet.edu/faculty-staff/1013/thumbnail.jp
Celebrating Bank Street\u27s First 100 Years
Get PDFThis book conveys in words and images the essence of Bank Street and the very real ways the institution approaches education for adults as well as for children from infancy through forever.https://educate.bankstreet.edu/faculty-staff/1059/thumbnail.jp
Preface: Alternative Routes to Teacher Certification
Get PDFA growing research literature on non-traditional pathways suggests the complexity of the task ahead. Alternative Routes to Teacher Certification is our report from the front lines. We wanted to offer new teachers the opportunity to tell their own stories in their own words