Participants will research some work by K. Whaley et al and by Donna Wittmer. Evidence will be gathered from a range of settings to include children of varied backgrounds and cultures. Observational records and video will provide rich material for discussion.

• 06/T/4:45-6:45 [SECTION CLOSED]
  (Dates: 1/26, 2/23, 3/23, 4/20)
  Lisa Von Drasek
  Room 406
  Children's Literature (Picture Books, Easy Readers, Chapter Books and Non-Fiction) in The Early Childhood or Elementary School Classroom
  Each participant will focus on a specific age group. They will provide a rationale for their area of interest including classroom or child observations. A summary of developmental touchstones for the age group and why this area of interest would be a curriculum area. An annotated bibliography of children's picture books on the area of interest as well as any appropriate professional texts will be required. In keeping with the Bank Street tradition of teacher-created materials, a manuscript of an original picture book or an original piece of curriculum in the curriculum area will be required. Area of interests may include separation, going to the hospital, a math concept, a cultural milestone etc.
  
  Lisa Von Drasek is the Children's Librarian at Bank Street. She teaches pre-K through 8th grade as well as children's literature to graduate students. A member of the National Book Critics Circle, Lisa has reviewed children's books for School Library Journal, The New York Times Book Review, The Washington Post Book World, and is a contributor to the Barnes and Noble Review, Nickjr.com, and EarlyWord.com. She has been named a 2007 Mover and Shaker by Library Journal as a leader in the field of librarianship. Lisa has served as a juror on the New York Times Best Illustrated, the Newbery Committee, American Library Association's Notable Children's Books, and Bank Street's Children's Book Committee.
  

• 07/Th/4:45-6:45  [SECTION CLOSED]
  (Dates: 1/28, 2/25, 3/25, 4/29)
  Nesta Marshall
  Room 319
  Diversity: Different for a Purpose
  Diversity embodies many shades of meaning but one distinctive feature--the notion of uniqueness.  How can today's educator be effective when working with diverse learners in diverse settings to prepare them for diverse opportunities?  In this group inquiry, we will explore ways to diversify our teaching tools and support systems when working with "differences."  Participants will develop a question about diversity followed by an investigation of its multi-dimensional facets based on observational data, as well as hypotheses and recommendations supported by professional literature.  In addition, participants will examine the implications for their teaching practices and develop a paper to reflect their findings. There will be four mandatory group sessions and one individual session to support each participant through this process. 
  

• 08/T/4:45-6:45 **NEW SECTION**
  (Dates: 1/26, 2/23, 3/23, 4/20)
  Donna Nevel
  Room 408/409
  Participatory Action Research: Organizing for Justice in Public Education
  Participatory Action Research (PAR) is rooted in the belief that individuals and communities facing injustice possess the wisdom, knowledge, and expertise that can and should serve as the foundation of their organizing for social justice. PAR is participatory and recognizes the importance of a process of reflection, creation of knowledge, and action that leads to meaningful and sustained social change. This collaborative inquiry will look at the role of PAR in organizing for justice in public education and in creating a foundation for building partnerships amongst parents, students, schools, and communities. Students will explore such fundamental issues as whose voices matter and how does transformation, both collective and personal, take place in our schools and communities? Students will carry out one of the following projects: 1) choosing an issue of relevance to you and your work and exploring the ways that PAR can shape, inform, and strengthen your work. As part of this process, students will learn from other PAR projects across the City; or 2) selecting one organization or project devoted to justice in public education and exploring the role (and potential role) that PAR has in strengthening the work being done.
  
  Donna Nevel is an educator and community psychologist with a particular focus on public education, equity, and racial justice. She is a co- founder of the Center for Immigrant Families and co- coordinator of its Project to Challenge Segregation and for Justice in OUR Public Schools.  She has taught Participatory Action Research at the NYU Steinhardt School of Culture, Education, and Human Development.  She received her MA degree from the Bank Street and her doctorate from the Union Institute.

IMP3
Mentored Directed Essay (0)
Students should register for section 01.
In January, students will be assigned their particular mentor.
Registration is not allowed after the end of the Spring 2010 add/drop period.
See the Integrative Master's Project web page for more information, http://www.bankstreet.edu/gs/integrativemastersproject.html .

• 01/See Advisor/See Advisor
   Faculty Advisors

 January Courses 

(Note: January courses are part of the Spring 2010 term; students may register for these courses during Web Registration)

EDUC 600
Comparative Migration Experiences and Cultural Perspectives of Immigrant Groups [Jan] (1)

EDUC 542
Diagnosis of Learning Problems and Intervention Techniques for the Mathematics Educator [S, 2/S2] (2)

• 01/Th/4:45-6:45
  Linda Metnetsky
  Room 706

EDUC 560
Native Language Literacy for Spanish-Speaking Children [S] (2)
(prerequisites: EDUC 537 and EDUC 561 or permission of instructor)

• 01/Th/7:00-9:00
  Cristian Solorza
  Room 711

EDUC 563
The Teaching of Reading, Writing and Language Arts [F, S, S1-S2] (3)

• 01/M/7:00-9:00  [SECTION CLOSED]
  Kathleen Nolan-Kasal
  Room 710
• 02/T/7:00-9:00 
  Janis Arno
  Room 709
• 03/Th/4:45-6:45  [SECTION CLOSED]
  Zoe Weissmann
  Room 711