NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED574678
Record Type: Non-Journal
Publication Date: 2015
Pages: 69
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: N/A
Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School. Teaching for a Changing World: The Graduates of Bank Street College of Education
Intrator, Sam; Park, Soyoung; Lit, Ira
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." Established in 1989, Midtown West is a New York City public elementary school serving approximately 350 students from kindergarten through grade five. With the support of Tony Alvarado, the dynamic superintendent of New York's Community School District 2, a group of motivated and involved parents established a partnership with Bank Street College of Education to develop a progressive school of choice. They modeled the school on the Bank Street development-interaction approach with an emphasis on developmentally oriented curriculum and instruction, a prominent role for social studies and the arts, and integrated, project-based learning. This case study begins by examining the Theater Study, a yearlong integrated social studies unit that serves as a cornerstone of the first grade curriculum at Midtown West. As Midtown West is located in the heart of Manhattan's theater district, the study is both an investigation of community and an in-depth exploration of, and engagement in, the many facets that go into the production of a play--from story, to script writing, to the many indispensable jobs, such as creating sets, lighting, and acting. The case study then turns to the "centrality of meetings" and the importance of meaningful discourse as a central tenet in the approach to working with students that guides practice at Midtown West. An extended vignette examining a fifth-grade math lesson explores the significance of conversation around problem-solving and academics. The next section of the case study examines the school's emphasis on extensive integrated social studies curriculum units. This aspect of Midtown West is illuminated through a description of an expansive study of bridges in second grade. The study concludes by exploring the structural and cultural arrangements in place at the school to cultivate sustained faculty collaboration. All of the elements of practice and activity examined at the school are analyzed in reference to the Bank Street approach and the longstanding relationship between Midtown West and Bank Street College. [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 "A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School" (ED574675).]
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; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Kindergarten
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)