Bank Street

This study compared two preschool programs-Bank Street and Montessori-using an observational scale originally developed for a study of Head Start classrooms. The two questions underlying the study were: ( 1 ) could the observation scale discriminate between the two programs and ( 2 ) how many independent dimensions underlay the variables derived from the scale. Three classrooms were observed in each program. In each classroom observations were made on four boys and four girls. Each subject was observed for 40 min. on each of three separate days. Three sets of variables were formed from the basic categories. The variables in the first set measured activities and experiences emphasized by Montessori but not by Bank Street literature, in the second set the experiences emphasized by Bank Street and not by Montessori, and in the third set experiences emphasized by both programs. All the differences were found in the first two sets. Perhaps they only reflect a single basic dimension of preschool programs. In order to address this issue multivariate analysis of variance and factor analysis were applied to the nine variables, four from the Montessori set and five from the Bank Street set, which did not show effects of teachers (thus allowing this term to be dropped from the model). The analysis of variance was used to assess how many variables in each set differentiated independently of the others between the two programs, as determined by their step-down Fs. For each set of variables the most general variable was tested first followed by the remaining variables in order of their increasing univariate Fs. Only one of the Montessori variables reached significance according to this criterion, but three of the Bank Street did. Discriminant analysis of these data gave similar results. A second analysis examined the dimensions within the two programs by means of principal components factor analysis with varimax rotation. Of importance here was not the number of factors since this was limited by the small number of variables but how the composition of the factors compared with the results of the analysis of variance: the three Bank Street variables which discriminated independently between the two programs were all on the same factor when looking within the Bank Street program. In determining the dimensions needed to describe preschool programs, it is important to distinguish questions concerning differences between programs from interrelations among the variables within a program.

What happens in a teacher education program when control is neither exercised by formal professional or state standards nor by traditional dominant “disabling” market influences (Labaree, 1994)? To answer this question, the focus of this paper is on looking at teacher education through the lenses of pedagogical practices and discourses not in traditional institutions such as normal schools, colleges, and universities but in an alternative institution. Thus, this paper presents detailed accounts and analyzes the practice of the preparation of teachers in a progressive program during the 1930s in New York at Bank Street College of Education. Mostly, these accounts are grounded in the participants’ perspectives, providing data about how this progressive teacher-education program was experienced, and in particular on Lucy Sprague Mitchell's teaching based on data especially composed to describe two courses: (1)Environment (a mix of what today can be called social foundations and social studies methods) and (2)Language (mostly about the writing process). Bank Street, initially called the Cooperative for Student Teachers and intrinsically connected with experimental schools and a well-known institution among practitioners and progressive educators, was formed in 1930, which were times with heavy ideological discussion given the social and economic American and international contexts. Teaching at Bank Street centered on making experience a subject matter of study, while making connections between learning about children, the self, the world (the social contexts), and schooling, to foster progressive practices in the classroom. This case about pedagogical practices suggest a need to pay closer attention to the teaching of progressive teachers as an important aspect of learning to teach and teacher education improvement beyond dominant discussions about standards, organization, regulations and control of teacher education. This paper shows that it was possible to have a highly intellectual and inquiry-oriented teacher-education program, with a rigorous study of experience, with passion to understand children, subject matter, social contexts, and the self, and with a commitment to justice.

What happens in a teacher education program when control is neither exercised by formal professional or state standards nor by traditional dominant “disabling” market influences (Labaree, 1994)? To answer this question, the focus of this paper is on looking at teacher education through the lenses of pedagogical practices and discourses not in traditional institutions such as normal schools, colleges, and universities but in an alternative institution. Thus, this paper presents detailed accounts and analyzes the practice of the preparation of teachers in a progressive program during the 1930s in New York at Bank Street College of Education. Mostly, these accounts are grounded in the participants’ perspectives, providing data about how this progressive teacher-education program was experienced, and in particular on Lucy Sprague Mitchell's teaching based on data especially composed to describe two courses: (1)Environment (a mix of what today can be called social foundations and social studies methods) and (2)Language (mostly about the writing process). Bank Street, initially called the Cooperative for Student Teachers and intrinsically connected with experimental schools and a well-known institution among practitioners and progressive educators, was formed in 1930, which were times with heavy ideological discussion given the social and economic American and international contexts. Teaching at Bank Street centered on making experience a subject matter of study, while making connections between learning about children, the self, the world (the social contexts), and schooling, to foster progressive practices in the classroom. This case about pedagogical practices suggest a need to pay closer attention to the teaching of progressive teachers as an important aspect of learning to teach and teacher education improvement beyond dominant discussions about standards, organization, regulations and control of teacher education. This paper shows that it was possible to have a highly intellectual and inquiry-oriented teacher-education program, with a rigorous study of experience, with passion to understand children, subject matter, social contexts, and the self, and with a commitment to justice.

In this paper we present Bank Street’s approach as represented in a set of five inter-related principles. We begin by briefly describing the origins and rationale of teacher education at Bank Street. From this description we generate principles that emerge from Bank Street’s history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. In our view, this necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices.

T h e S c o t t i s h G e o r g i a n S o c i e t y ( s g s ) was founded in Edinburgh 50 years ago in response to Edinburgh University proposals for demolishing George Square and rebuilding modern university facilities. The building industry at that time was recovering from the loss of architects and skilled tradesmen during the war years. In South-West Scotland, local government, in those days, was in the hands of the county councils of Dumfriesshire, the Stewartry and Wigtownshire, the large burgh of Dumfries and 15 small burgh councils, each a housing authority in its own right. With staff shortages, some of the early post-war housing schemes were based on pre-war designs made available by the rias, and housing layouts were prepared by consultants like Frank Mears from Edinburgh, who was also planning consultant to Dumfries Town Council and Dumfriesshire County Council at the time when planning committees were set up under the 1948 Planning Act to establish development control. The Planning Act introduced the control of buildings of architectural and historic interest. The Scottish Development Department, responsible for planning in Scotland, initiated the survey of buildings to be listed guided by Ian Lindsay as Chief Investigator with private architects making local surveys in different parts of the country. In South-West Scotland, draft lists became available in the late 1950s and 1960s but the first list to become statutory in Dumfries and Galloway was the one for Dumfries Burgh issued in 1972. The sgs soon established itself to comment and make representations on proposals relating to listed buildings. Carnsalloch House north of Dumfries, designed by Isacc Ware in 1758, had received grant for repairs, was for sale and was in danger of demolition. Terregles House, west of Dumfries, and No 6 Bank Street, in the town, were also at risk. So, Colin McWilliam came to photograph these buildings (Figure 7.1). Carnsalloch was saved thanks to John Gladstone of Capenoch who was a Regional Correspondent of the sgs. He persuaded the Cheshire Home Foundation to acquire the house, but unfortunately, now after 40 years, it is again on the market and very much ‘at risk’. Terregles House and No. 6 Bank Street were demolished. Colin McWilliam’s photographs are in the National Monuments Record of Scotland (nmrs) of the Royal Commission and the eighteenth century rainwater head in lead from Bank Street is in the Dumfries Burgh Museum. Building control was in the hands of the Dean of Guild Courts in the towns and a

Author(s): Vanderwees, Chris | Abstract: Bank Street is the major north-south artery in Ottawa, Ontario, Canada’s capital city. Named for its initial geographic proximity to the Ottawa River bank in the 19th century, the street now runs north from the city limits at Belmeade Road through various villages (Vernon, Spring Hill, Metcalfe, Greely, South Gloucester, Leitrum, and Blossum Park), north through multiple large neighbourhoods (Hunt Club, Alta Vista, Old Ottawa South, The Glebe, Centretown) to Wellington Street, home of Canada’s Parliament Buildings.Almost every afternoon, I photograph a particular stretch of Bank Street from Third Avenue in The Glebe to Wellington Street near Parliament. This series of 25 street photographs is a product of these walks through the lens of a 1972 Canon Canonet rangefinder on inexpensive, often expired, color film. The photographs are presented in order of their location from the Bank Street intersection with Third Avenue, proceeding north toward the intersection with Laurier Avenue.

Painting in early childhood classrooms should have its own values and purposes enriching young children's aesthetic intelligence rather than being considered as mere supplements to other art activities. The three approaches to painting in early childhood settings – Bank Street, Reggio, and Waldorf – consider painting as the core of integrated curriculum and present a coherent relationship between theory and practice. Materials and instructional methods for painting within each approach appear to be unique and provide insights for early childhood teachers.

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Alexa Woloshyn; Hearing Urban Indigeneity in Canada: Self-Determination, Community Formation, and Kinaesthetic Listening with A Tribe Called Red. American Indian Culture and Research Journal 1 November 2015; 39 (3): 1–23. doi: https://doi.org/10.17953/aicrj.39.3.woloshyn Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search

The Differentiated Child Behavior Observational System (DCB, Ross, 1971) which provides for systematic recording of children's interactions in ongoing classroom activities, was applied in 48 classrooms with children aged five to eight. Three groups were studied: the first, representing a nontraditional, open-classroom approach was drawn from the Bank Street School for Children (middle-income); the second, with a similar approach, from Bank Street Follow Through classes in public schools (low-income); and the third, from traditional classes in public schools (low-income). The groups showed striking differences in amount of children's interactions, with significantly greater amounts in the two nontraditional groups. Analysis of the content of the interactions revealed further important differences. The Bank Street School and Bank Street Follow Through groups totalled significantly more higher-order cognitive statements and questions, and more autonomous behavior. Results indicated that although in SES background, Follow Through classes were more like the traditional classes, the interactions of the Follow Through children were more like those of the (nontraditional) Bank Street School. 1 This presentation is limited to the most salient points of definition. A comprehensive listing of examples for each subcategory component is presented in the Observer's Manual. 2 The incidence of such behaviors is reflected by the following mean total frequencies for the three groups: Bank Street School = 1.9, Follow Through = 10, and Comparison = 10.

"Hawley, Major Sir David Henry, (13 May 1913–19 March 1988), DL; late KRRC; formerly with firm of Jas Martin & Co., Chartered Surveyors, Land Agents and Valuers, 8 Bank Street, Lincoln" published on by Oxford University Press.

Forty-six high SES school-aged children (aged nine to fifteen) participated in a prototypical after-school and summer computer camp provided by an independent non-profit research laboratory. Following an initial sixteen-hour exposure to Logo and Bank Street Writer, children twelve years of age or less were found to minimally shift towards an internal locus of control (paired 1-tailed t-test significant at .03), as measured pre and posttest with the Nowicki-Strickland Locus of Control (LOC) Scale for Children. The LOC scale was chosen as an operationalization of Papert's concept of “empowering children” via microcomputer interaction. Because prior research on LOC has associated an internal LOC with positive learner attributes (such as the ability to delay gratification, persist on task, greater tendencies toward beneficial social interaction, less dogmatism, academic competence, social maturity, and possibly a correlate of independent, striving, and self-motivated behavior), it was felt that such an investigation could assist researchers in more clearly distinguishing between the reaction of different groups towards technology as a tool. Treatment consisted of a semi-structured sixteen-hour microcomputer experience in a class/lab environment. Software used in the study was restricted to Logo and Bank Street Writer. Classification of the LOC instrument by topic and response suggests that even highly internal-scoring children do not regard “planning” as an important process leading to successful outcomes in life. The relationship of this finding to a recent study conducted by Bank Street College utilizing Logo is discussed.

Mr. W. W. Yates, a Dewsbury journalist who had long taken an eager interest in the Brontës and their books, made the first proposa1 to form a Brontë Society. He put his idea before the late Sir John Brigg, who invited him to meet a few friends at the Liberal Club in Bank Street, Bradford, to discuss his plans.This led to a public meeting, called by the Mayor of Bradford, in the Council Chamber of Bradford Town Hall, on December 16th 1893.

Growing Up Bank Street

Property on Bank Street as described by deeds, Lebanon, N.H.

Learning to Teach for Social Justice: Context and Progressivism at Bank Street in the 1930’s