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Author: Gail Perry
Publisher: Naeyc
ISBN: 9781928896784
Category : Education
Languages : en
Pages : 0
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Book Description
Inspiring and supporting innovative thinking Young children have great capacity for creativity that thrives when it is nurtured. Early childhood teachers have the opportunity to inspire children's innovative thinking and doing by - Including creative opportunities across all domains of learning - Designing a beautiful space that encourages children's experimentation and play - Extending children's learning and challenging their thinking - Documenting children's thought processes and displaying their work - Involving families and the community in children's creative endeavors - Reflecting on your beliefs and practices about creativity and nurturing your own creativity Learn how to support children as they problem-solve, explore and share new ideas, and collaborate with others, and watch their confidence and capableness grow.
Author: Gail Perry
Publisher: Naeyc
ISBN: 9781928896784
Category : Education
Languages : en
Pages : 0
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Book Description
Inspiring and supporting innovative thinking Young children have great capacity for creativity that thrives when it is nurtured. Early childhood teachers have the opportunity to inspire children's innovative thinking and doing by - Including creative opportunities across all domains of learning - Designing a beautiful space that encourages children's experimentation and play - Extending children's learning and challenging their thinking - Documenting children's thought processes and displaying their work - Involving families and the community in children's creative endeavors - Reflecting on your beliefs and practices about creativity and nurturing your own creativity Learn how to support children as they problem-solve, explore and share new ideas, and collaborate with others, and watch their confidence and capableness grow.
Author: Anastasia P. Samaras
Publisher: SAGE Publications
ISBN: 1506332552
Category : Education
Languages : en
Pages : 345
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Book Description
Offer novice and experienced teachers guidelines for the "how" and "why" to do self-study teacher research Designed to help teachers plan, implement, and assess a manageable self-study research project, this unique textbook covers the foundation, history, theoretical underpinnings, and methods of self-study research. Written in a reader-friendly style and filled with interactive activities and examples, this book helps teachers every step of the way as they plan and conduct their studies. Author Anastasia Samaras encourages readers to think deeply about both the "how" and the "why" of this essential professional development tool as they pose questions and formulate personal theories to improve professional practice. Key Features A Self-Study Project Planner assists teachers in understanding both the details and process of conducting self-study research. A Critical Friends Portfolio includes innovative critical collaborative inquiries to support the completion of a high quality final research project. Advice from the most senior self-study academics working in the U.S. and internationally is included, along with descriptions of the self-study methodology that has been refined over time. Examples demonstrate the connections between self-study research, teachers′ professional growth, and their students′ learning. Tables, charts, and visuals help readers see the big picture and stay organized. Accompanied by High-Quality Ancillaries! A Student Study Site offers a wealth of resources, including additional examples and activities, web-based resources, study questions, and key terms. Intended Audience Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry is intended as a core textbook for a wide variety of courses in the education curriculum, including Action Research, Qualitative Research Methods, Research Methods in Education, and the capstone/teacher researcher course required of all early childhood, elementary, and secondary education majors.
Author: Jane Tingle Broderick
Publisher:
ISBN: 9781938113635
Category : Education
Languages : en
Pages : 144
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Book Description
Learn how to connect your curriculum planning to children's interests and thinking. With this book, educators will discover a systematic way for using documentation to design curriculum that emerges from children's inquiries, what they wonder, and what they want to understand. Get strategies for designing a classroom environment at the start of the year to facilitate emergent inquiry curriculum. Each chapter guides teachers to document and reflect on their thinking through each of the five phases of a cycle of inquiry process, including observing, interpreting the meaning of the play they see, and developing questions to engage children.
Author: Cara E. Furman
Publisher: Teachers College Press
ISBN: 0807779326
Category : Education
Languages : en
Pages : 217
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Book Description
What does it mean to teach for human dignity? How does one do so? This practical book shows how the leaders at four urban public schools used a process called Descriptive Inquiry to create democratic schools that promote and protect human dignity. The authors argue that teachers must attend to who a child is and find a way to create classrooms that allow everyone to feel safe and express ideas. Responding to the perennial question of how to cultivate teachers, they offer an approach that attends to both ethical development and instructional methods. They also provide a way forward for school leaders seeking to listen to, and provide guidance for, their staff. At its core, Descriptive Inquiry in Teacher Practice champions a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well together. Book Features: Illustrates how to take an inquiry stance toward the difficult issues that educators face every day.Examines how themes regularly addressed in foundations can be used to improve schools.Includes engaging portraits of progressive urban schools that showcase the qualities of the leaders that guide them.Demonstrates the power of a progressive and humanistic education for children of color and for those from lower-income backgrounds.
Author: John N. Bray
Publisher: SAGE
ISBN: 9780761906476
Category : Social Science
Languages : en
Pages : 188
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Book Description
Collaborative Inquiry in Practice is an invitation and guide for people interested in pursuing a more imaginative and holistic approach to human inquiry. The reader is guided step-by-step through the theory and practice of collaborative inquiry: - the key ideas from pragmatism and phenomenological traditions; - the relationship of collaborative inquiry with other action-oriented methods of inquiry; - the conduct of collaborative inquiry, from forming a group to constructing knowledge The authors demonstrate how effective collaborative inquiry demystifies research and makes learning more accessible. The guidance provided is equally relevant to professional and academic settings.
Author: Isauro Escamilla
Publisher:
ISBN: 9781938113918
Category : Education
Languages : en
Pages : 152
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Book Description
Learning Stories and Teaching Inquiry Groups is a practical text focused on how ECE practitioners can establish teacher inquiry and reflection groups and integrate the use of learning stories to strengthen their assessment, teaching practices, and knowledge of child development. Drawing on relevant research and the authors' direct work with teachers, the book focuses on describing ways the authors have adapted the framework of the learning stories approach from New Zealand to specific US educational contexts via examples from several urban and rural ECE contexts. The book provides practical examples of novice through veteran early childhood teachers engaging and collaborating in onsite and cross-site inquiry and reflection with a focus on learning stories. This text will be useful for infant, toddler, and preschool teachers taking courses at the AA, BA, and MA levels, as well as teachers engaged in onsite professional development. This text will help early childhood educators learn to write learning stories as an observational and assessment approach to document young children's learning experiences and to deepen teachers' understanding of the role of narrative in linking child development knowledge with effective environmental design, high-quality curricular approaches, and socially and culturally inclusive relationship practices. The text will support early childhood educators' professional development through easily understood instructions and case study samples of inquiry work with learning stories through community of practice. Educators will learn how linking learning stories with regular, systematic forms of teacher inquiry, documentation, and reflection promotes a new image of children as holistic learners.
Author: Margaret Carr
Publisher: SAGE
ISBN: 144625819X
Category : Education
Languages : en
Pages : 169
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Book Description
Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children′s learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand.
Author: Linda R. Kroll
Publisher: Routledge
ISBN: 1315464993
Category : Education
Languages : en
Pages : 308
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Book Description
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.
Author: Akyol, Zehra
Publisher: IGI Global
ISBN: 1466621117
Category : Education
Languages : en
Pages : 610
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Book Description
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.
Author: Nicole Mockler
Publisher: Springer Science & Business Media
ISBN: 940070805X
Category : Education
Languages : en
Pages : 266
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Book Description
Susan Groundwater-Smith is one of the most influential voices in the world of educational practitioner inquiry. The convener in Australia of the Coalition of Knowledge Building Schools, she is a staunch advocate of innovative methods of practitioner inquiry with a particular emphasis upon student voice and the use of images in capturing young people’s perspectives on their learning experience. So it is more than fitting that this unique text on practitioner inquiry and teacher professional learning is dedicated to her. Rethinking Education Practice Through Reflexive Inquiry is a compilation of essays that explore contemporary issues in practitioner inquiry and action research from the perspective of both university-based and school-based authors. The essays discuss the practical, political and theoretical dimensions of practitioner inquiry, advancing the argument that the adoption of an inquiring approach to practice is both an integral dimension of teachers’ work in the modern school as well as critical to effective and authentic professional learning. And the essays draw on the work of Groundwater-Smith to demonstrate the benefits brought to bear on schools, teachers and learners when the complex nature of the relationship between inquiry and practice is understood and acted upon in pursuit of democratic knowledge interests.
