Waubonsee Community College

Teaching like that, the beginnings of teacher education at Bank Street, Jaime G.A. Grinberg

eng

Includes bibliographical references (pages 131-137) and index

illustrations

index present

non fiction

Teaching like that

bibliography

57193506

Jaime G.A. Grinberg

"This book provides the history of the first years of The Cooperative School for Student Teachers - now known as Bank Street College of Education - a progressive teacher education program. Jaime G.A. Grinberg uses a broad range of documents, including oral histories, to understand and explain the beginnings of this program during the 1930s in New York. The Bank Street program, created and directed mostly by women, was an innovative, alternative, and inspiring case of teacher preparation. Providing detailed descriptions of classes taught by Lucy Sprague Mitchell, "Teaching Like That" highlights the curriculum for teacher preparation, progressive concepts of teaching and learning, and institutional characteristics

Counterpoints. studies in the postmodern theory of education, 234

the beginnings of teacher education at Bank Street

Courses in teacher education, the history of education, women studies, and curriculum and teaching will find a great source of information in this book."--Jacket

1. Introduction -- Bank Street College of Education -- 2. The Cooperative School for Student Teachers -- Meeting a need -- The cooperating schools -- Faculty members -- Students -- 3. Curricular organization -- Program form and content -- The focus and organization of the curriculum -- Knowledge for teaching -- Learning the self -- Learning the world -- Learning about children -- Learning about school -- 4. "Teaching like that" -- Teaching the class on "environment" -- Teaching the class on "language" -- More examples of teaching -- 5. The idea of "teaching like that" -- Pedagogical aspects -- Student-teacher knowledge of subject matter -- 6. The conceptual base of teacher education -- The connection of theory and practice a t Bank Street -- Programmatic elements -- curricular elements -- Learning community -- Coherence -- 7. Institutional organization -- Organization and functions -- Director -- Board of Trustees -- Working Council -- Central staff -- Administrative Program -- Educational programs -- Internal relationships -- Finances -- Student recruitment -- Admissions -- Selection of students -- Size of cohort -- Ownership of the program -- 8. Bank Street and progressive education as context -- Progressivisms and teaching -- Progressive teacher education -- 9. Program impact -- Impact of the program -- Outsiders' perceptions -- Tensions : social background and learning the world -- 10. Conclusions