Number 35
(2016)
Progressive Practices in Public Schools
Full Issue
Articles
Now Is the Time
Jonathan Silin and Meredith Moore
Reenvisioning the Classroom: Making Time for Students and Teachers to Play
Jill Leibowtiz and Corinthia Mirasol-Spath
City-As-School: Internship-based Learning in New York City Public Schools
Rachel Seher, Melissa Birnbaum, and Alan Y. Cheng
The Center for Inquiry: Anatomy of a Successful Progressive School
Christine H. Leland, Amy Wackerly, and Christine Foxen Collier
Beyond Child-Centered Constructivism: A Call for Culturally Sustaining Progressive Pedagogy
Alisa Algava
Say That The River Turns: Social Justice Intentions in Progressive Public School Classrooms
Beatrice Fennimore
Holding Space for Progressive Practice
Abbe Futterman, Dyanthe Spielberg, and Cecelia Traugh
Across Classrooms: School Quality Reviews as a Progressive Educational Policy
Doug Knecht, Nancy Gannon, and Carolyn Yaffe
Editors
- Meredith Moore
- Jonathan Silin
Meredith Moore is a doctoral student in Curriculum and Instruction at Boston College, where her research focuses on language awareness in emergent bilingual students, and on teachers’ continuing professional learning. She holds a Master’s degree in Childhood Education from Bank Street. She taught 5th grade in New York City, rural Vermont, and Lynn, Massachusetts. She lives in Cambridge with her husband and two small children.
Jonathan Silin is a Fellow at the Mark S. Bonham Centre for Sexual Diversity Studies at the University of Toronto. He is the author of Sex, Death, and the Education of Children: Our Passion for Ignorance in the Age of AIDS and My Father’s Keeper: The Story of a Gay Son and His Aging Parents. He is coauthor of Putting the Children First: The Changing Face of Newark’s Public Schools and co-producer of Children Talk About AIDS. His writings have appeared in many publications, including Educational Theory, Harvard Educational Review, Chronicle of Higher Education, and The New York Times.