Books

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The Way Will Open: A Study of the Presidency of Jack Niemeyer at Bank Street College of Education

John S. Borden

A biography of John H. Niemeyer who served as president of Bank Street College of Education from 1955 through 1973.
Progressive Education in Context, V & VI

Bank Street College of Education

Contains current articles that highlight aspects of the educational vision, mission, and values of the Bank Street School for Children.
The Bank Street Thinkers: Foundational Knowledge to Support Our Roots and Wings

Bank Street College of Education

A series of papers and lectures that explore Bank Street history, the concepts of teaching and teacher preparation, our long history of social studies teaching and curriculum development, the role of language and play in young children's growth, and a look at the meaning of competence in schools.
The Best Children's Books of the Year [2015 edition]

Bank Street College of Education. Children's Book Committee

Includes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2014. In choosing books for the annual list, committee members consider literary quality and excellence of presentation as well as the potential emotional impact of the books on young readers. Other criteria include credibility of characterization and plot, authenticity of time and place, age suitability, positive treatment of ethnic and religious differences, and the absence of stereotypes.
The Best Children's Books of the Year [2016 edition]

Bank Street College of Education. Children's Book Committee

Includes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2015. In choosing books for the annual list, committee members consider literary quality and excellence of presentation as well as the potential emotional impact of the books on young readers. Other criteria include credibility of characterization and plot, authenticity of time and place, age suitability, positive treatment of ethnic and religious differences, and the absence of stereotypes.
The Threads They Follow: Bank Street Teachers in a Changing World

Linda Darling-Hammond and Ira Lit

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.
The Preparation, Professional Pathways, and Effectiveness of Bank Street Graduates

Eileen Horng, Xinhua Zheng, Ira Lit, and Linda Darling-Hammond

Documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis of pupil achievement gains. This report is part of a larger study that examines the preparation, practices, and effectiveness of graduates of Bank Street College teacher certification programs over the last decade.
Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School

Sam Intrator, Soyoung Park, and Ira Lit

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 MidtownWest. 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.
A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School

Ira Lit and Sam Intrator

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.
Learning to Play, Playing to Learn: The Bank Street Developmental Interaction Approach in Liliana's Kindergarten Classroom

Soyoung Park and Ira Lit

This case study of Liliana presents a portrait of a Bank Street alumna in her classroom. Liliana strives for her classroom to be a space where the core principles she learned during her Bank Street education guide the experience of children. The study of her work begins by exploring how a commitment to educating the cognitive, physical, and social–emotional domains of the whole child involves developing systems that promote play as the learning tool to achieve academic and social outcomes. After exploring how Liliana creates conditions for children to engage and learn through play, the case study focuses on how the habits and processes of close observation of children help Liliana develop theories of understanding about each individual learner. The practice and process of looking closely at children, a staple of the Bank Street approach, informs Liliana’s instruction. The case study concludes with a nuanced portrait of a day in Liliana’s classroom that is infused with her commentary and reflections about children, curriculum, and the central and enduring role of her Bank Street preparation in her practice.
Progressive Education in Context, I-IV

Bank Street School for Children

Contains current articles that highlight aspects of the educational vision, mission, and values of the Bank Street School for Children.
Strengthening NYC Middle-Grades Learning In & Out of School: Five Recommendations to the Mayor

Partnership for After School Education, Ford Foundation, and Bank Street College of Education

A paper urging Mayor de Blasio and his team to consider insights and recommendations about middle-grades learning in New York City. Moving away from outdated assumptions about adolescence and schooling, this work suggests and expands upon the following:

1. Reframe middle-grades learning as a community responsibility.

2. Focus accountability on student learning and development in and out of school.

3. Strengthen middle-grades schools as centers of youth development.

4. Incentivize innovative designs.

5. Prepare and support a range of adults to foster middle-grades learning in and out of school.
12 Museum Theorists at Play

Marian Howard, Lauren Appel, Nicole Ferrin, David Vining, Katherine Hillman, Marissa Corwin, Berry Stein, Nicole Keller, William Elliston, David Bowles, Tiffany Reedy, Kathryn Eliza Harris, and Liat Olenick

Introduction by Lauren Appel
1. Learning by Do-weyan, by Marian Howard, with Nicole Ferrin
2: Dewey Defines Himself and Education, by David Vining
3. Benjamin Ives Gilman: Arts in People’s Lives, by Katherine Hillman
4. John Cotton Dana: The Social Construction of Museums, by Marissa Corwin
5. Piaget in the Art Museum: Constructing Knowledge Through Active Engagement, by Berry Stein
6. Lev Vygotsky: The Social Aspects of Learning, by Nicole Keller
7. Paulo Freire: Literacy, Democracy, and Context, by Nicole Keller
8. Maxine Greene: Aesthetic Education, by Lauren Appel
9. Howard Gardner and Multiple Intelligence Theory: A Practical Application of Entry Points in Museum Programming, by Bill Elliston
10. Mihaly Csikszentmihalyi: Finding the Flow, by David Bowles
11. George Hein: Metaconstructivist, by Lauren Appel
12. David Carr: A Poetics of Questions, by Tiffany Reedy
13. David Sobel: Please in My Backyard, by Kathryn Eliza Harris
14. Connecting the Dots, by Liat Olenick
A Brief History: Bank Street College of Education

Patricia Fisher and Anne Perryman

Documents in brief fashion the Bank Street College of Education from it's earliest days as the Bureau of Educational Experiments to the present.
Small Schools: Great Strides, A Study of New Schools in Chicago

Patricia A. Wasley, Michelle Fine, Matt Gladden, Nicole E. Holland, Sherry P. King, Esther Mosak, and Linda C. Powell

This book documents a two-year study and analysis of small schools in Chicago. Using a mixed-method study, gathering both quantitative and qualitative data, the research serves to compare results to previous studies of small urban schools.The study examines the effects of small schools on students, parents, teachers, and community members. Both previous and current research suggest that small school size is correlated with an increase in student attendance, performance, and better sense of community overall.
The Challenge of Small Schools: Selected Proceedings from the Bank Street College of Education Third and Fourth Annual Conference on School Reform 1997-1998

Bank Street College of Education

Selected and adapted proceedings from the 1997 and 1998 Annual Conferences on School Reform at the Bank Street College of Education
Rights & Responsibilities: My Years at Bank Street

John H. Niemeyer

"John H. Niemeyer served as president of Bank Street College of Education from 1955 through 1973. Attached are two sample chapters from a work in progress derived from conversations between John Niemeyer and Dick Greenspan. They discussed Bank Street's work during the tumultuous years of the 1950s and 1960s when civil rights and school integration were changing the face of American education." -- Title page.
Barbara Biber Bodansky 1903-1993: A Life Observed and Recorded

Bank Street College of Education

A book of anecdotes and remembrances from family, friends, and colleagues of Barbara Biber.
The Lucille N. Austin Memorial Lecture, October 10, 1995

Augusta Souza Kappner

Dr. Augusta Souza Kappner addresses the trends of the day in social welfare and education policy.
Young Geographers: How They Explore the World and How They Map the World [4th ed.]

Lucy Sprague Mitchell

"Lucy Sprague Mitchell's thesis is that through their own experiences children can learn geography, and that through geography children can learn about the human world."-- Foreward.
Charlotte Biber Winsor 1899-1982

Bank Street College of Education

A tribute to Charlotte Biber Winsor, faculty emeritus, Bank Street College of Education.
Approaches to Assessment [v.2]

Bank Street College of Education

"The following papers describe the more comprehensive components of the Bank Street analysis system [within the developmental-interaction approach]." -- p.3
Approaches to Teaching and Learning [v.1]

Bank Street College of Education

"In 1968, Bank Street College was invited, under the leadership of Elizabeth Gilkeson and Gordon Klopf, to join in the creation of the National Follow Through Program, an effort intended to sustain and extend the gains of Head Start for low income children. Bank Street's subsequent role as a sponsor offered an opportunity to extend knowledge, develop new tools for implementation and serve a diverse children population in many distant sites. The materials in the present volume grew out of Bank Street's efforts in this challenging program." -- Historical note, [p.2]
The Creative Process: A Symposium

Charlotte B. Winsor

A collection of papers encompassing an education conference about the creative process, in honor of Lucy Sprague Mitchell - founder of Bank Street College. The collection examines the creative process theoretically through psychodynamic and Piagetian viewpoints, as well as the effects of creativity on cognition and development. The works cover a large range of discussions on creativity and include an array of studio-workshop reports using music, food, needlework, and many more materials to stimulate creativity.
Lucy Sprague Mitchell 1878-1967: An Hour of Remembrance

Bank Street College of Education

The family, students, colleagues and friends of Lucy Sprague Mitchell met together to remember the life and work of this distinguished educator, author and founder of the Bank Street College of Education who on October 15, 1967, died at the age of 89 at her home in Palo Alto, California.