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Graduate School Scholarship

Below is a selection of Bank Street Graduate School faculty and staff scholarship. This list encompasses recent published work and presentations.

Silin, J. (2017, March) Risking Hope in a Worried World. Contemporary Issues in Early Childhood. Volume 18(I), pp. 91-98.

Jonathan Silin, Editor of Bank Street's Occasional Paper Series, identifies three pedagogical practices that educators can use to sustain a sense of hope in difficult times.

Levine, T., Morland, L. (2016, September) Collaborating with Refugee Resettlement Organizations: Providing a Head Start to Young Refugees. Young Children, Volume 71 (4), pp. 69-74.

Bank Street's Tarima Levine co-authored this article on partnering with refugee resettlement organizations to better educate children. 

Kytle, J., McNamara, P., Polakow-Suransky, S. (2016, May). Progressive Practices: Building Blocks of Effective Teaching and Learning. Independent Teacher.

This article explores what the relationship between teacher and student looks like in progressive school settings and how these types of teachers should be prepared.

Silin, J. (2016, May). Teaching Across Difference. Change: The Magazine of Higher Learning. 48-2.

In this essay, a seasoned educator provides a fascinating glimpse into his experience speaking to a class of undergraduate students at York University. 

Morland, L., Ives, N., McNeely, C., Allen, C. (2016). Providing a Head Start: Improving Access to Early Childhood Education for Refugees. Washington, DC: Migration Policy Institute.

This report highlights a study based on work by Bank Street's former National Center on Cultural and Linguistic Responsiveness (NCCLR). Bank Street staff members Faith Lamb-Parker and Tarima Levine led the NCCLR work that framed the study, which examined the language and cultural barriers that can limit refugee families' access to Head Start programs and what can be done to remove these barriers.

Anand, B. A. (2015). Multicultural curriculum for educational equity: Montclair High School. In E. Rogriguez (Ed.),Pedagogies and curriculums to (re)imagine public education: Transnational tales of hope and resistance  (pp. 171-185). New York, NY: Springer.

This chapter describes the efforts of a high school English department in Montclair, New Jersey to bring about racial and social justice, educational equity, and academic excellence through curriculum change.

Burr, V., & Otoyo-Knapp, K. (2014). Progressive online teacher education: developing shifts in methodologies. Teacher Education and Practice, 27(4), 514-531.

Online offerings across institutions of higher education are on the rise. This article examines some of the factors that are driving this increase, and it reviews the literature on emerging pedagogies of online instruction.

Cuffaro, H. K., & Nager, N. (2012). The developmental-interaction approach at Bank
Street College of Education. In J. Roopnarine & J. Johnson (Eds.), Approaches to early childhood education (6th ed.). New Jersey: Pearson.

This chapter describes the history and evolution of the developmental-interaction approach, explains the basic principles, details the curriculum and discusses the implications for teacher education.

Howard, M. (2014). 12 Museum Theorists at Play: Reflections on Theory and Practice in Museum Education.

This e-book comprises a collection of essays on twelve education theorists and their implications for classroom and museum education. The collection is meant to stimulate discussion on how to turn theory into practice. It was written by graduate students from the Museum Education Department of Bank Street College who are in classrooms and museums all over the country and is an excellent resource for museum educators, curriculum developers, grant writers, and classroom practitioners.

Menken, K., & Solorza, C. (2014). Principals as linchpins in bilingual education: the
need for prepared school leaders. International Journal of Bilingual Education and Bilingualism.

This article reports findings from qualitative research conducted in 17 New York City schools to better understand why many school leaders – particularly principals – have recently dismantled their school’s bilingual education programs, as part of a significant citywide trend during a restrictive period in US language policy.

Menken, K., & Solorza, C. (2014). No child left bilingual: Accountability and the
elimination of bilingual education programs in New York City schools. Educational Policy, 28(1), 96-125.

This study examines the factors that determine language education policies adopted by school principals, through qualitative research in 10 city schools that have eliminated their bilingual education programs in recent years and replaced them with English-only programs.

Menken, K., & Solorza, C. (2013). Where have all the bilingual programs gone?!: Why
prepared school leaders are essential for bilingual education. Journal of Multilingual Education Research, 4(3), 9-39.

This article examines the dramatic loss of bilingual education programs over the past 14 years in New York City schools and highlights the essential role of school leaders in either dismantling or nurturing bilingual education.

Moeller, B., Dubitsky, B., Cohen, M., Marschke-Tobier, K., Melnick, H., Metnetsky, L., Brothman, A., & Cecchine, R. (2012). Math for all, grades K—2 or grades 3—5. Thousand Oaks, CA: Corwin & Bank Street College of Education.

Math for All is a two-part professional development workshop series designed to prepare general education and special education teachers to help all students achieve high-quality, standards-based learning outcomes in mathematics.

Newman, D., Kline, A., & Adams, G. (2015, September). Navigating a data-driven
landscape: let your mission be your guide. Presented at the Fall 2015 Council for the Accreditation of Educator Preparation Conference, Washington, D.C.

This presentation shared experiences with data gathering and use and engaging faculty in the process of enhancing student outcomes without compromising the mission of progressive education.

Pignatelli, F. (2015). Ethical leadership development as care of self: A Foucauldian perspective. Schools: Studies in Education, 12(2), 198-213.

This article proposes that care of the self provides a vital framework for the training and development of educational leaders. The article examines how these ethical considerations emerge from Foucalt's analysis of power and consider how ethics as care of the self speaks to the development of educational leadership.

Polakow-Suransky, S., & Nager, N. (2014, October 21). The building blocks of a good
pre-k. The New York Times.

This article discusses the importance of play in pre-k classrooms, helping children develop vital cognitive, linguistic, social and emotional skills.

Vascellaro, S. (2014). Venturing out in the world with children. Exchange Magazine,
220, 90-92.

This article offers ideas for opportunities to venture outside the classroom with children of all ages to forge connections with the world fostering a sense of belonging and responsibility.