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This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs, by examining the quality of their preparation, their teaching practices upon graduation, and the influence they have on their students’ learning. It also looks at the cumulative effects of school-wide practices at schools supportive of the Bank Street approach. The results conveyed here are based on the combined analyses of extensive surveys of graduates and employers; large-scale administrative data related to the impact of program graduates on pupil learning in New York City public schools; in-depth classroom and school observations; and interviews of graduates, principals, and college faculty.
Stanford Center for Opportunity Policy in Education (SCOPE)
teachers colleges, teacher certification, bank street college of education, teaching, urban education, teacher effectiveness
Educational Assessment, Evaluation, and Research | Higher Education | Scholarship of Teaching and Learning | Social and Philosophical Foundations of Education | Teacher Education and Professional Development
Darling-Hammond, L., & Lit, I. (2015). The Threads They Follow: Bank Street Teachers in a Changing World. Stanford Center for Opportunity Policy in Education (SCOPE). Retrieved from http://educate.bankstreet.edu/books/12
Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons