Supervised Fieldwork Advisor; Course Instructor
Some of the Values that Shape My Work
- All children can learn. It is the responsibility of the teacher to determine how this can happen most effectively within the context of school, home and community.
- Schooling is most effective when parents, teachers and community members work together in the interests of children.
- Curriculum and instruction should incorporate both inquiry and explicit instruction are both important. The way these pedagogies are used should vary from classroom to classroom according to the needs, interests, styles and experiences of the learners involved.
- When teachers are treated as professionals and given opportunity, support and resources to develop meaningful curriculum and instruction, schools become vibrant and effective places.
Work with Families, Children, Schools, and Communities
Recent Professional Contributions
Member Review Board: Bank Street Occasional Papers
Reviewer: Teacher Education Quarterly; Studying Teacher Education
Founding Member: Bank Street Online Research Group
- Ed.D., Curriculum and Instruction, Teachers College, Columbia University
- Ed.M., Early Childhood Education, Teachers College, Columbia University
- M.A., Special Education, Teachers College, Columbia University
- M.A., Near Eastern Studies, New York University
- B.A., History, Smith College
Selected Publications and Presentations
Freidus, H. (2010). Finding passion in teaching and learning: Embedding literacy skills in content-rich curriculum. The New Educator, 6, 181-95.
Freidus, H., Balaban, N., Grover, K., & Pinkney-Ragsdale, T. (2010). The grandparents project: From personal to professional yet again. Paper presented at International Conference on Self-study of Teacher Education Practices. Cedar Falls, Iowa.
Freidus, H., Baker, C., Feldman, S., Hirsch, J., Stern, L., Sayres, B., Sgouros, C., Wiles-Kettenmann, M. (2009). Insights into self-guided professional developments. Studying Teacher Education, 5(2), 183-194.
Freidus, H. (2007). The experience of experience. Journal of Early Childhood Teacher Education, 28(3) 289-299.
Freidus, H. (2006). Nurturing cognitive dissonance in new teachers: In search of pedagogy that supports social justice. In D. Tidwell & L. Fitgerald (Eds.), Self-study and diversity. Rotterdam: Sense Publishers.
Freidus, H. (2002). Narrative research in teacher education: New questions, new practices. In N. Lyons & V. LaBoskey (Eds.), Narrative inquiry in practice (pp. 160-172). New York: Teachers College Press.
Rust, F., & Freidus, H. (2001). Guiding school change: The role and work of change agents. New York: Teachers College Press.
Freidus, H. (2000). The portfolio process: Teachers and teacher educators learning together. In N. Nager & E. Shapiro (Eds.), Revisiting a progressive pedagogy (pp. 239-256). Albany, NY: State University of New York Press.