The Threads They Follow: Bank Street Teachers in a Changing World. Teaching for a Changing World: The Graduates of Bank Street College of Education

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Autor/inn/en	Lit, Ira; Darling-Hammond, Linda
Institution	Stanford Center for Opportunity Policy in Education (SCOPE)
Titel	The Threads They Follow: Bank Street Teachers in a Changing World. Teaching for a Changing World: The Graduates of Bank Street College of Education
Quelle	(2015), (222 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Graduates; Teacher Effectiveness; Teacher Education Programs; Teacher Certification; Teaching Methods; Graduate Surveys; Occupational Surveys; Case Studies; Public Schools; Early Childhood Education; Teacher Surveys; Schools of Education; College Faculty; Observation; Interviews; New York (New York) + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsanalyse; Case study; Fallstudie; Case Study; Public school; Öffentliche Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erziehungswissenschaftliche Fakultät; Fakultät; Beobachtung; Interviewing; Interviewtechnik
Abstract	This summary report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs by examining the quality of their preparation, their teaching practices upon graduation, and the influence they have on their students' learning. It also looks at the cumulative effects of school-wide practices at schools supportive of the Bank Street approach. The results are based on the combined analyses of extensive surveys of graduates and employers; large-scale administrative data related to the impact of program graduates on pupil learning in New York City public schools; in-depth classroom and school observations; and interviews of graduates, principals, and college faculty. Findings show that graduates are grateful for the preparation they have received and feel a deep responsibility to help develop these conditions for learning wherever they can. This report organizes detailed descriptions of findings around the following questions: (1) Where are Bank Street graduates now?; (2) How do Bank Street graduates evaluate the quality of their preparation?; and (3) Do Bank Street graduates demonstrate qualities of effective teachers? Crosscutting themes illustrate how the preparatory experiences and classroom practices of graduates from Bank Street teacher preparation programs are connected, as well as informed and animated by the Bank Street developmental-interaction approach. This report identifies and describes in richly detailed vignettes the following thematic threads in the work of Bank Street graduates: (1) an approach to students with an emphasis on play and child development, observation and reflection, meetings and conferences, process-orientated learning, and students as young scholars; (2) an approach to curriculum with an emphasis on the centrality of integrated social studies, engaging with outside-of-school environments through purposeful field trips, arts infusion, and content learning through collaborative inquiry; and (3) an approach to the world with an emphasis on connections to family and fostering community, commitment to diversity and inclusivity, teacher professionalism and collaboration, and teaching for the public good. The unfolding work of reorienting and reinvigorating the Bank Street approach in conversation and the connection with the needs of local contexts were abundantly evident in the classrooms and schools of the Bank Street graduates and their colleagues at Midtown West School, Brooklyn New School, and Community Roots Charter School, the Bank Street-affiliated schools that were the subject of the extended case studies. The following is appended: Research Design, Methodology, and School Sites. [This article was written with Eileen Horng, Sam Intrator, Soyoung Park, Jon Snyder, and Xinhua Zheng. For the other reports related to the larger study, see "The Preparation, Professional Pathways, and Effectiveness of Bank Street Graduates" (ED574671); "Learning to Play, Playing to Learn: The Bank Street Developmental-Interaction Approach in Liliana's Kindergarten Classroom" (ED574677); "Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School" (ED574678); and "A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School" (ED574675).] (ERIC).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01