Stanford Center for Opportunity Policy in Education Teaching for a Changing World: The Graduates of Bank Street College of Education Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School By Sam Intrator, Soyoung Park, and Ira Lit sco e Stanford Center for Opportunity Policy in Education This case study is one of five publications from the larger study entitled Teaching for a Changing World: The Graduates of Bank Street College of Education Linda Darling-Hammond and Ira Lit, principal investigators About the authors: Sam Intrator, PhD, professor of Education and Child Study and the Program in Urban Studies, Smith College, and head of school, Smith College Campus School Soyoung Park, doctoral student, Stanford Graduate School of Education Ira Lit, PhD, associate professor of Education (Teaching), Stanford Graduate School of Education, and faculty director, Stanford Elementary Teacher Education Program (STEP Elementary) Suggested citation: Intrator, S., Park, S., & Lit, I. (2015). Artful teaching and learning: The Bank Street developmental-interaction approach at Midtown West School. Stanford, CA: Stanford Center for Opportunity Policy in Education. Portions of this document may be reprinted with permission from the Stanford Center for Opportunity Policy in Education (SCOPE). To reprint, please use the following language: “Printed with permission, Stanford Center for Opportunity Policy in Education. http://edpolicy.stanford.edu .” For more information, contact us at
[email protected]. Stanford Center for Opportunity Policy in Education http://edpolicy.stanford.edu @scope_stanford sco e Stanford Center for Opportunity Policy in Education Acknowledgments e are grateful for the generous support of numerous colleagues in the preparation of this report.