Research, Practice, Policy-based
The Occasional Papers Series is a forum for work that extends, deepens and challenges the progressive legacy on which the college is built. The series seeks to promote discussion about what it means to educate in a democracy and to meet the interrelated demands of equity and excellence.
We are interested in research, practice and policy-based papers from a broad array of theoretical perspectives. We encourage authors from within and outside the Bankstreet community who employ either traditional or non-traditional representational strategies to submit their work for review. Please see instructions below.
Submission of Papers
We publish papers of between 4,000-6,000 words and, exceptionally strong papers, of between 12,000-15,000 words. We are interested in manuscripts by widely known members of the field and by first time authors. Papers must not be under review elsewhere or have been previously published. All submissions should include an abstract of 100 words and be formatted following APA guidelines. Papers go through a blind peer review process and authors should expect to be notified of a decision within 45 days of receipt of the manuscript.
As an online journal, we encourage authors to use:
- a reader-friendly, accessible style
- shorter rather than longer paragraphs
- subheadings to break-up otherwise dense blocks of text
- moving and still images.
Address manuscripts and questions to Jonathan Silin: email@example.com.
Living a Philosophy of Early Childhood Education: A Festschrift for Harriet Cuffaro
|At left, Bank Street's Harriet Cuffaro.|
This issue of the Occasional Paper Series is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998.
A Festschrift—a volume reflecting the values, theories, and passions of a senior scholar in a field—seeks to offer scholarship that builds on these contributions.
Download the PDF of the complete issue ››
Read about Dr. Cuffaro, and view a timeline of the history of blocks as learning tools, in NAEYC's March 2015 issue of Young Children ››