Bank Street faculty present at a national research conference on their transformative online education experiences and the impact of their latest work.
Teachers use math manipulatives to apply what they learn in online coaching.
April 2, 2014 — Bank Street College of Education faculty present at the American Educational Research Association (AERA) 2014 Annual Meeting, the largest gathering of scholars in the field of education research, April 3-7, in Philadelphia, on the development and impact of online education.
“Bank Street focuses on transformative online experiences,” says Virginia Roach, Dean of Bank Street Graduate School of Education. “Like our face-to-face pedagogy, our online programs develop a sense of community, peer-to-peer support, and self-advocacy.”
The symposium presentation on Sunday, April 6, is titled “Reframing Teaching and Learning: A Self-Study of Teacher Educators Developing Constructivist Models of Online Practice.” Bank Street faculty members and leaders will describe the outcomes of a self-generated, self-directed faculty study group working across graduate programs to design and implement social constructivist practices online.
Sharing narrative accounts and demonstrating specific practices in monthly meetings, participants engaged in a self-study that named problems, analyzed practices, identified successes and led to increased comfort with cognitive dissonance. The process created new insights into what constitutes teaching and learning within an online constructivist context.
Last year, Bank Street College of Education was awarded a $50,000 grant to support an online fieldwork and advisement pilot for its program in Leadership in Mathematics Education. Robin Hummel, Program Director for Bank Street’s math leadership programs, and Steven Goss, Director of Online Learning