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Description

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.

Publication Date

2015

Publisher

Stanford Center for Opportunity Policy in Education (SCOPE)

City

Stanford, CA:

Keywords

case studies in education, social studies, bank street college, developmental interaction approach

Disciplines

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education | Social and Philosophical Foundations of Education

Comments

Teaching for a Changing World: The Graduates of Bank Street College of Education [Case Study]

Printed with permission, Stanford Center for Opportunity Policy in Education. http://edpolicy.stanford.edu

Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School

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