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Narrative Inquiry In Early Childhood And Elementary School

Author: Stephanie Sisk-Hilton
Publisher: Taylor & Francis
ISBN: 1317409043
Size: 13.53 MB
Format: PDF, Kindle
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As top-down educational reform policies at local and national levels increasingly isolate teachers from their own professional and instructional agency, and stultify children’s passion for learning, new techniques are needed for understanding and transforming educational practices. Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry. This book offers practical strategies for incorporating narrative tools and structures into the classroom, and encouraging effective conceptual, pedagogical, and personal avenues for engaged teaching and learning across languages and cultures. The book’s chapters promote a lively discussion of central tenets of narrative inquiry and illustrative examples of teachers at work with narrative and inquiry for improving their practice and children’s learning.

Learning From Young Children In The Classroom

Author: Daniel R. Meier
Publisher: Teachers College Pr
ISBN: 9780807747681
Size: 47.45 MB
Format: PDF
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This practical resource is a comprehensive introduction to envisioning and carrying out high-quality teacher research in early childhood settings. The text features original research projects by teachers working with infants, toddlers, preschoolers, and primary age children. With special attention given to multicultural and multilingual classrooms, the authors examine forms of children's play, social interaction, and friendships, language and literacy learning, as well as work with parents and families.

Documentation And Inquiry In The Early Childhood Classroom

Author: Linda R. Kroll
Publisher: Routledge
ISBN: 1315464993
Size: 75.48 MB
Format: PDF, ePub, Docs
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Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers and administrators in early childhood (0–5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood educators and the education of young children. Important elements addressed include teacher learning, children’s curricula, parent and community communication, and equity and social justice for teachers, children, and families.

Documentation And Inquiry In The Early Childhood Classroom

Author: Linda R. Kroll
Publisher: Routledge
ISBN: 1315464993
Size: 18.30 MB
Format: PDF, ePub, Mobi
View: 3230
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Documentation and Inquiry in the Early Childhood Classroom explores teacher inquiry, reflection, and research and the documentation of these processes within a variety of school sites and models. Compiling underrepresented inquiry stories from practicing teachers and administrators in early childhood (0–5) classrooms in the San Francisco Bay Area, this book highlights the power of the community in supporting professional development for early childhood educators and the education of young children. Important elements addressed include teacher learning, children’s curricula, parent and community communication, and equity and social justice for teachers, children, and families.

A Pig Don T Get Fatter The More You Weigh It

Author: Phyllis Jones
Publisher: Teachers College Pr
ISBN: 9780807747551
Size: 50.59 MB
Format: PDF, Mobi
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No matter how many times you weigh a pig, all you learn is how much it weighs. If you want to learn something else, you need a different assessment. This sensible book explains how well-constructed assessments provide data that is essential to the development of learning opportunities for all students. The text includes contributions from teachers and teacher educators, classroom vignettes, and alternative approaches that have been proven useful in assessing the needs of a wide range of students.

Storytelling In Early Childhood

Author: Teresa Cremin
Publisher: Routledge
ISBN: 1317394135
Size: 17.30 MB
Format: PDF, ePub, Docs
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Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in the early years. Foregrounding the power of children’s own stories in the early and primary years, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Vivian Gussin Paley, affords rich opportunities to foster learning within a play-based and language-rich curriculum. The book explores a number of themes and topics, including: the role of imaginary play and its dynamic relationship to narrative; how socially situated symbolic actions enrich the emotional, cognitive and social development of children; how the interrelated practices of storytelling and dramatisation enhance language and literacy learning, and contribute to an inclusive classroom culture; the challenges practitioners face in aligning their understanding of child literacy and learning with a narrow, mandated curriculum which focuses on measurable outcomes. Driven by an international approach and based on new empirical studies, this volume further advances the field, offering new theoretical and practical analyses of storytelling and story acting from complementary disciplinary perspectives. This book is a potent and engaging read for anyone intrigued by Paley’s storytelling and story acting curriculum, as well as those practitioners and students with a vested interest in early years literacy and language learning. With contributions from Vivian Gussin Paley, Patricia ‘Patsy‘ Cooper, Dorothy Faulkner, Natalia Kucirkova, Gillian Dowley McNamee and Ageliki Nicolopoulou.

Narrative Inquiry In Practice

Author: Nona Lyons
Publisher: Teachers College Press
ISBN: 0807777536
Size: 15.95 MB
Format: PDF, Mobi
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This unique collection of exemplars explores narrative as a powerful means of inquiry, while also examining its possible limitations. Drawing on the experiences of teachers and teacher educators in a variety of settings who have been researching their own teaching, this book outlines a conceptual framework for considering narrative as a mode of inquiry, including narrative practices that teachers and researchers can try in their own settings. “This book demonstrates the power of narrative knowing in the continuing development of teachers. Careful narrative research, as described here, is especially important now, when governmental policies are demanding an almost exclusive emphasis on experimental designs. This collection shows what we stand to lose if narrative research is discarded.” —Nel Noddings, Lee L. Jacks Professor of Child Education Emerita, Stanford University

Service Learning As Pedagogy In Early Childhood Education

Author: Kelly L. Heider
Publisher: Springer
ISBN: 3319424300
Size: 69.93 MB
Format: PDF, Kindle
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This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today’s early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well. Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students’ educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

Advancing Social Studies Education Through Self Study Methodology

Author: Alicia R. Crowe
Publisher: Springer Science & Business Media
ISBN: 9789048139439
Size: 14.50 MB
Format: PDF
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Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. Some of the pieces chosen for this book will provide theoretical connections between the two fields (e.g. how values and principles important to both fields work together, are similar, and can help each field expand). Others will provide specific examples of self-studies that focus on social studies specific concepts. The book provides a strong and clear introduction of self-study to the field of social studies education as well as an argument for its use to further understand social studies teaching and teacher education. It also provides the self-study community with an example of how self-study can be used to look at content specific aspects of teaching and teacher education.

How People Learn

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Size: 16.44 MB
Format: PDF, Mobi
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.