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The current study explores what characterizes the relationship between the pedagogical processes within a school culture of creativity in a Reggio Emilia-inspired school in the Southeastern United States. The questions which frame the study are: 1. How is a culture of creativity fostered within a Reggio Emilia-inspired school? 2. Within a culture of creativity, what characterizes the relationship between the pedagogical processes of curriculum and assessment? The research was designed as ethnography and incorporates multiple data sets which provide layers of rich and descriptive information that reveal how to foster a culture of creativity in a school for young children. These data sets were generated by the researcher and the study participants over 18 weeks of ethnographic fieldwork and participant observation. These data sets include class group observations, professional development observations, interviews, focus groups, and audio-photo vignettes of the life of the Reggio Emilia-inspired school which served as the research site for the ethnography. Through ongoing, iterative, and eclectic processes of qualitative data analysis, the researcher identified four emergent themes in the combined data generated during fieldwork. These themes represent the four findings of the study and are presented in the work in terms of answers to research questions, as well as how they support study conclusions, implications, and suggestions for future research in early childhood education. The four thematic findings that emerged in the ethnographic data generated for this study are: The Protagonists, The Daily Life, Research and Analysis, and Languages of Expression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

蘇子 = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 290-306). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Su Zi = The teaching beliefs of pre-primary school teachers in Hong Kong : case studies / So Gabriel. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 290-306).

Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007. / Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007. / Bibliography: p. 199-227. / Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion. / Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication. / Mode of access: World wide Web. / iii, 283 p