Center on Educational Policy
Central Park art trip (Christo’s Gates project)
Central Park East School
Chabon, Michael
characteristics of good teachers
attention to detail/and capacity to notice
capacity for self-criticism
capacity for uncertainty
empathy
identifying with children
intellectual engagement and curiosity
intellectual independence/ autonomy
maturity
trust/faith in themselves
trusting children (faith in children)
valuing childhood
the will for connectedness
Charney, Ruth
and “authentic teaching”
on faith in children’s learning
and moral dimensions of classroom routines
and teachers’ ”courage to admit failure,”
and teachers’ moral responsibilities
on trust
The Child and the Curriculum (Dewey)
Children and Their Primary Schools, A Report of the Central Advisory Council for Education
classroom, organization of
artwork and documentation of children’s work
defining the classroom as laboratory/workshop
furniture and its functions
initial emptiness/spare appearance
Isaacs’s classroom
making a plan on paper
classroom culture
and art projects
conditions necessary to forming
end of year reflections
and rituals initiated by children
classroom metaphors
as clues
and everyday classroom activities
how spontaneous metaphors arise
and individual children’s interests/ characteristics
making paper casts (Caroline’s broken arm)
making use of
and play
teachers’ responsibility to notice
themes of change and transformation
Click Club
Coalition of Essential Schools
Cochran-Smith, Marilyn
Cohen, Dorothy
collaborative teaching
and alternative schools
in contrast to dominant models of staff development
intellectual autonomy and teachers’ confidence
and Reggio schools
and teacher development
collage projects. See also art projects
A Color of His Own (Lionni)
“Comments on Language by a Silent Child” (Weber)
competition in classrooms
The Courage of Sarah Noble (Dalgliesh)
Cruz-Acosta, Louisa
Cuffaro, Harriet
curriculum, finding (“emergent curriculum”)
and art instruction
attending to children’s understanding of a subject
and children’s exuberance/feelings of connection
and children’s readiness to identify and imagine
in contrast to mandated standards/ learning objectives
defining “authentic” work/tasks
determining developmental appropriateness
and Dewey’s definition of education as a process
differences from traditional methods
how children’s questions provide information about their thinking
and importance of teachers’ shared talk/collaboration
noticing children’s thinking processes/theory-making
noticing when learning is not occurring
and progressive education and respect for children’s thinking
the “psychological reality” of children/“logical reality” of adult disciplines
and relationship among children, teacher, and content
and social/emotional aspects of children’s functioning
teachers’ roles
topics that resonate for children
See also squirrel study
Dahl, Roald
Democracy and Education (Dewey)
democratic school environments
Dewey, John
education and the social group/ social control
on educational values
and “psychological reality” of children/“logical reality” of adult disciplines
dictation as tool
“difficult” children
categorizing/labeling as
and seeing children as unique individuals
teachers’ narrative accounts of
See also Henry’s story (a “difficult” child)
Dinkmeyer, Don
documentation
children’s drawings
children’s journals
for parents/families
portfolios and “whole language” approach to literacy
and Reggio schools’ educational philosophy
sending home work files at end of school year
and understanding children’s thinking/learning styles
dreams, talking about
Dreikurs, Rudolf
Duckworth, Eleanor
Dyasi, Hubert
Dyson, Anne
Encouraging Children to Learn (Dinkmeyer and Dreikurs)
Encouraging Creativity in Art Lessons (Szekely)
“The End” (Milne)
end of the school year
accepting “what’s left unsaid,”
ambivalent feelings (of teachers/ students)
and classroom metaphors
final rug meeting
June events and activities
the necessary sense of incompleteness
packing up the room (rituals of)
poor planning/not finishing book reading
reflections on the class
thinking about the next school year
visiting a first-grade class
England, progressive educational reforms in
English as a second language
Experience and Education (Dewey)
fairy tales
faith in children. See trusting children (faith in children)
Feiffer, Jules
Filippini, Tiziana
Firsenbaum, Phil
first-grade classrooms/teachers
Fish Is Fish (Lionni)
folk tales
Freeman, Hollee
Freire, Paulo
Friday Letter to Families
Gallas, Karen
and children’s narratives
and children’s theory-making
on classrooms
and literacy learning
on mandated curricula/preplanned units of study
on tasks as teacher-researcher
and teachers’ narratives
and teachers’ use of language
gender differences
behavioral problems
sexual division of teaching profession
teasing behavior
transgressive classroom rituals
undersea animals studied
girls. See gender differences
good teachers. See characteristics of good teachers
Graves, Robert
Greene, Maxine
Greenfield Center School (Greenfield, Massachusetts)
Grob, Betsy
Guggenheim Museum
Hall, Arshea (assistant teacher)
children’s discussion of her pregnancy
children’s relationship with
pregnancy leave
Hanlon, Ginger
Harvard School of Education
“The Having of Wonderful Ideas” (Duckworth)
Hawkins, Frances
Heckedy Peg (Wood)
Henry’s story (a “difficult” child)
art work
challenging the teacher’s authority
concentration abilities
early social isolation
> at end of school year (changes in his behavior)
eye contact
first impressions of Henry (beginning of school year)
and group activities
increased reliance on the teacher
increased social interaction
making his own progress/choosing his own role
measuring the rug with Amina
observations of Henry’s purposeful actions
parents/family
parent-teacher conferences
physical appearance
projects and love of building things/ making things
recommendation for psychological evaluation
resistance to assigned activities
scribbling on tables and floor
“sneaky” behavior/secrecy
and sociability expectations for five- and six-year olds
social behavior
writing skills
Hey, Get Off Our Train (Burningham)
Imagination and Literacy (Gallas)
individuality, children’s
and art work/aesthetic judgments
and classroom metaphors
giving space to develop individual passions
and goals for the school year
literacy and different language styles
literacy teaching and individual needs
and points of view in writing and drawing
and teachers’ tasks of observation
understanding unique capacities of individual children
Insight (Educational Development Center)
intellectual autonomy, teachers’
Intellectual Growth in Young Children (Isaacs)
Isaacs, Susan
on classroom rituals
research on school environments and social/cognitive development
and standardized testing/ measurements
on teachers’ responsibilities in relation to children’s behavior
journal writing
Kantrowitz, Andrea (art instructor)
Kasarjian, Linda
Kellam, Gwyn
“Keziah” (Brooks)
language acquisition. See also literacy (teaching reading and writing)
The Languages of Learning (Gallas)
The Learning Child (Cohen)
learning disabilities
Asperger’s
and Henry’s social isolation
and language processing
“Leaving the Rest Unsaid” (Graves)
library, classroom
alphabet books
beginning reading books
books about babies
books about squirrels
books marked with Post-it notes
books that engage children
children’s participation in organizing
Lionni, Leo
listening. See also talk, children’s
literacy (teaching reading and writing)
activities that teach letter-sound associations
alphabet activities
and Ashton-Warner
assessing difficulties in language processing
and attitudes transmitted by teachers’ language
and children’s purposes in writing
choosing books/forging personal ties to reading
and curriculum guides from 1950s–1980s,
determining individual needs
dictation as tool (recording children’s stories)
and English as a second language
explicit instruction
first words/“key” or “organic vocabulary,”
focusing on real things/real experiences
helping children gain confidence
and individual language styles
“instructional detours,”
journal writing
language acquisition/development
and “language arts”
and listening
literacy goals
morning messages
name cards
name lists
names and other words
noticing books/topics that engage children
and programmed literacy instruction
reading
repetition and learning to write numerals/letters
responding to themes in literature
and talk (language in the classroom)
talking about books
teachers’ roles
teachers’ trust/faith in themselves
transcription of children’s talk/ discussions
Weber’s insights
weekly secret code words
word cards
writing as communication
writing folders
writing rooted in experiences
writing skills and different levels of knowledge
See also books read to the class; library, classroom
Little Blue and Little Yellow (Lionni)
Little Red Riding Hood
The Logic of Action (Hawkins)
Lon Po Po
Malaguzzi, Loris
“managing” a class
“authentic teaching”
and authority as teachers
and children’s quarrels/fights
confusing a teaching style with adult passivity
“harness and harangue”
reflecting on one’s mistakes
seeking effective techniques (selfmanagement)
material rewards in classrooms
math
calendar
classroom area for
counting
counting days of school
and hundredth day of school
materials
measuring
and patterns of leaves and animals
surveys of graphs
time
year’s work in
Meier, Deborah
mid-school year
adapting to new student teacher/ new assistant
assessing the class at mid-year
baby study project
celebrating one-hundredth day of school
changes in structure of activities/ children’s work modes
managing quarrels/fights
Kindergarten: A Teacher, Her Students, and a Year of Learning Page 26