Teachers' Perceptions of the Project Approach PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Teachers' Perceptions of the Project Approach PDF full book. Access full book title Teachers' Perceptions of the Project Approach by Lai-Sun Ma. Download full books in PDF and EPUB format.
Author: Lai-Sun Ma
Publisher:
ISBN: 9781361099001
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Teachers' Perceptions of the Project Approach: Evidence From Two Local Kindergartens" by Lai-sun, Ma, 馬麗新, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196217 Subjects: Group work in education - China - Hong Kong - Case studies Project method in teaching - China - Hong Kong - Case studies Elementary school teachers - China - Hong Kong - Attitudes - Case studies
Author: Lai-Sun Ma
Publisher:
ISBN: 9781361099001
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Teachers' Perceptions of the Project Approach: Evidence From Two Local Kindergartens" by Lai-sun, Ma, 馬麗新, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196217 Subjects: Group work in education - China - Hong Kong - Case studies Project method in teaching - China - Hong Kong - Case studies Elementary school teachers - China - Hong Kong - Attitudes - Case studies
Author: Lilian Gonshaw Katz
Publisher: Praeger
ISBN: 9781567505016
Category : Early childhood education
Languages : en
Pages : 0
Get Book Here
Book Description
This new edition incorporates many insights and strategies the authors have learned while working extensively with teachers to implement the project approach. Since the popular first edition was published in 1989, the authors have continued to help teachers around the world understand the benefits of this approach. Katz and Chard discuss in great detail the philosophical, theoretical, and research bases of project work. The typical phases are presented and detailed suggestions for implementing each one are described. Using specific examples, this book clarifies and articulates the process and benefits of the project approach. These specific examples outline how children's intellectual development is enhanced. Years of working with teachers and young children from preschool to primary age provide the authors with first hand experience for employing the project approach. Helpful guidelines will aid teachers in working with this approach comfortably in order to gain the interset of children and in order for those to grow and florish mentally.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
(Uncorrected OCR) Master of Education Dissertation Name of Student: LEUNG, Wai Fun Mabel University Number: 2001977755 Specialism: Mathematics Name of Supervisor: LOPEZ-REAL, Francis Dissertation Title: Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching Date: 29 August 2003 ABSTRACT The 2002 Curriculum Guide issued by the Curriculum Development Council of Education and Manpower Bureau ofHKSAR identified project learning as one of the four key tasks in achieving 'Learning to Learn", a slogan for the overall aims of school curriculum under the Educational Reform. Using the framework for project approach introduced by Lillian Katz and Sylvia Chard, this research was undertaken with a number of teachers in Hong Kong to investigate the different aspects in the implementation of project learning. A case study approach was used involving the collection of data from a variety of sources, namely video taping, observation notes, students' output, and interviews with teachers and students. The findings suggest that teacher's perceptions and belief play an important part to the possibility to the undertaking of the guideline. The students' enthusiasm, cooperative learning, making new connections, and applying their knowledge in real life situation are the positive elements found within the process of project learning in this research. However, without the awareness of the difficulties, the challenges, and the necessity of training for teachers, it is unreasonable to expect the more popularity of this "powerful teaching and learning strategy."
Author: Douglas J. Simpson
Publisher: SIU Press
ISBN: 0809385805
Category : Education
Languages : en
Pages : 273
Get Book Here
Book Description
John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society. Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.
Author: Sara Hallermann
Publisher:
ISBN: 9780974034317
Category : Project method in teaching
Languages : en
Pages : 186
Get Book Here
Book Description
Author: Jason W. Potts
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 99
Get Book Here
Book Description
This qualitative study examined grade 7-12 teachers' perceptions of the impact of project-based learning on student achievement upon state assessments. The participants were 37 teachers of grades 7-12 who taught in one of four selected school districts, and had taught at least one academic course at their respective grade level. This research was based on participation in an online survey that included Likert scale responses and open-ended questions. The researcher also interviewed four teachers to further investigate teacher beliefs regarding the impact of project-based learning on student achievement on state assessments. Results indicated that teachers generally understood what the basic tenets of project-based learning were, and that project-based learning is an effective teaching pedagogy. An analysis of the data also indicated that many teachers felt that they are using an instructional approach that is similar to project-based learning, but they do not consider their classrooms to be project-based learning classrooms. Most teachers reported that they do not allot for the amount of time required for extended assignments or projects, a hallmark of the project-based learning classroom. Teachers perceived that their use of project-based learning pedagogies, along with the use of the integral classroom aspects of project-based learning, led to student achievement on curricular coursework. This study revealed that a slight majority of grades 9-12 teachers felt that their use of project-based learning has prepared students for success on state assessments, whereas some teachers, particularly teachers of grades 7-8, did not feel that their use of project-based learning had prepared their students for success on state assessments.
Author: Thom Markham
Publisher:
ISBN: 9781320629812
Category :
Languages : en
Pages :
Get Book Here
Book Description
A Guide to standards-focused project based learning for middle and high school teachers
Author: Judy Harris Helm
Publisher: Teachers College Press
ISBN: 0807742988
Category : Education
Languages : en
Pages : 129
Get Book Here
Book Description
Building on her enormously popular book, Bringing Reggio Emilia Home, Louise Cadwell helps American educators understand what it means to use ideas from the Reggio Approach in their classrooms. In new and dynamic ways, Cadwell once again takes readers inside the day-to-day practice of a group of early childhood educators. This time she describes the growth and evolution of the work in the St. Louis Reggio Collaborative over the past 10 years.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Judy Harris Helm
Publisher: Teachers College Press
ISBN: 0807751537
Category : Education
Languages : en
Pages : 161
Get Book Here
Book Description
This bestselling book has been completely updated and expanded to help teachers use the project approach in child care centers, in preschools, and in kindergarten, 1st grade, and early childhood special education classrooms. For those new to using projects, the book introduces the approach and provides step-by-step guidance for conducting meaningful projects. Experienced teachers will find the teacher interviews, children's work, photographs (including full colour), and teacher journal entries used to document the project process in actual classrooms very useful. This popular, easy-to-use resource has been expanded to include these new features: explicit instructions and examples for incorporating standards into the topic selection and planning process; a variety of nature experiences, with examples that show how project work is an excellent way to connect children to the natural world; an update of the use of technology for both documentation and investigations, including use of the Web as well as and video and digital cameras; and more toddler projects that reflect our increased knowledge from recent mind/brain research about toddler understanding and learning.
