A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education

Nager, Nancy; Shapiro, Edna

doi:10.58295/2375-3668.1169

Cited by 3 publications

(1 citation statement)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While this topic has been explored in higher education (Hanesworth et al, 2019), secondary education (Waitoller & Thorius, 2016), and middle school education (Coppola et al, 2019), its consideration at the elementary level is also necessary for educators and researchers alike. Too often, elementary students are viewed as unready or unable to engage in critical conversations and examinations of racism, ableism, heteronormativity, or other structural social issues, when, in fact, research suggests that young children are able to do this work, and beginning it early is beneficial for their lifelong learning (Blaise, 2009;Nager & Shapiro, 2007;Rogers & Mosley, 2006).…”

Section: The Need For An Elementary Focusmentioning

confidence: 99%

Balancing Literacies

Rabinowitz

Tondreau

2021

Advances in Early Childhood and K-12 Education

View full text Add to dashboard Cite

This chapter outlines an approach to whole learner education in an elementary school literacy classroom by building upon the work of scholars in Disability Studies in Education (DSE) and Culturally Sustaining Pedagogy (CSP). It begins by introducing the connections between whole learner education, DSE, Universal Design for Learning (UDL), and CSP, demonstrating how these theoretical frameworks overlap and how they can be used in tandem to enhance the work already done in each field. After providing this theoretical background, the chapter outlines the components of a balanced literacy block in a third grade classroom, demonstrating how elementary school educators can work to meet the individual learning needs of developing readers in the various areas of balanced literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension), while also attending to student identities and making instruction accessible to students with learning variations.

show abstract