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Description

Over the 2016-17 academic year, Bank Street Graduate School faculty and staff participated in a school-wide Descriptive Inquiry process to examine their programs and pedagogy. As part of the process, faculty met regularly to share their practices and to strengthen their well-established programs in teacher and leader preparation, museum education, and child life. Dean Cecelia Traugh initiated this process, drawing on her extensive experience implementing Descriptive Inquiry in higher education settings, in order to help faculty reflect on their practice, improve program quality, and build organizational coherence.

Publication Date

Winter 2-2018

Keywords

teacher education, accreditation and reporting, qualitative methods inquiry, early childhood education, descriptive inquiry, professional community, education policy, education reform

Disciplines

Adult and Continuing Education | Curriculum and Instruction | Curriculum and Social Inquiry | Early Childhood Education | Educational Assessment, Evaluation, and Research | Educational Methods

Descriptive Inquiry at Bank Street: Building Intellectual Community while Responding to Accreditation

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