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ERIC Number: ED574675
Record Type: Non-Journal
Publication Date: 2015
Pages: 53
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: N/A
A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School. Teaching for a Changing World: The Graduates of Bank Street College of Education
Lit, Ira; Intrator, Sam
Stanford Center for Opportunity Policy in Education
This case study is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education," that examines the preparation, practices, and effectiveness of graduates of Bank Street College of Education teacher certification programs over the last decade. This case study examines the efforts of a recently established public charter school in a diverse urban neighborhood in Brooklyn to create a school guided by the foundational principles of the Bank Street approach. The efforts to infuse the practice and approach of the school with a progressive ethos is set against the prevailing trend to create schools that deploy highly systematic and didactic pedagogies. The case study begins by describing the rich learning that transpired during a study of the Fort Greene neighborhood undertaken by Community Roots first graders. The study explores the interactions between people in the community and locates the Rosewood unit as an integrated social studies unit. The case study then turns to how Community Roots charter school uses an integrated co-teaching model (ICT) that involves placing a general education teacher and a special education teacher in each classroom. This model enables the school to strive toward inclusion and provides the teachers with opportunity to structure learning in the classroom in ways that enhance the capacity of teachers to meet with students, individualize learning, and engage in an approach to learning grounded in high levels of interaction. The case study concludes with a focus on Community Roots' intentional efforts to cultivate a sense of community among the many diverse families at the school and within the school's neighborhood. [Eileen Horng, Jon Snyder, and Linda Darling-Hammond assisted in the preparation of this manuscript. For the other reports related to the larger study, see "The Threads They Follow: Bank Street Teachers in a Changing World" (ED574676); "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); and "Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School" (ED574678).]
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/
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Bank Street College of Education
Authoring Institution: Stanford Center for Opportunity Policy in Education (SCOPE)
Identifiers - Location: New York (New York)