Funds of knowledge in early childhood communities of inquiry a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New ZealandHedges, Helen. 2007 (has links)
Thesis (Ph. D.)--Massey University, Palmerston North, 2007. Includes bibliographical references (p. 286-317).
Thesis (M.A.)--Marshall University, 2004. Title from document title page. Document formatted into pages; contains viii, 88 p. Includes abstract. Includes bibliographical references (p. 80-85).
An investigation of the key factors in a parent involvement kindergarten readiness intervention programBarnett, Sharon K. 1982 (has links)
No description available.
Galbraith, Jeanne Susanne
Thesis (Ph. D.)--Ohio State University, 2007. Title from first page of PDF file. Includes bibliographical references (p. 270-282).
Sun, Li Wei.
Thesis (Ed.D.)--Teachers College, Columbia University, 1993. Includes tables. Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Craig E. Richards. Includes bibliographical references (leaves 164-171).
Study of the Assessment in Major for the Early Childhood Program at the University of Wisconsin--StoutMerritt, Kari. 2004 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. Includes bibliographical references.
Thesis (Ph. D.)--University of Texas at Austin, 1999. Vita. Includes bibliographical references (leaves 254-265). Available also in a digital version from Dissertation Abstracts.
Ryan, Deborah M.
(has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. Includes bibliographical references.
Thesis (M.S.)--West Virginia University, 2009. Title from document title page. Document formatted into pages; contains iv, 51 p. Includes abstract. Includes bibliographical references (p. 47-51).
This autoethnographic exploration of pedagogy or the craft of teaching was undertaken while I worked as a reception class teacher in a large English primary school. Naturally occurring data that developed out of the process of teaching and learning were used to construct multiple case studies (Stake, 2006). An iterative process of analysis using inductive and deductive methods enabled me to explore the nuances of pedagogical practice, including those that had been tacitly or intuitively known. The work of Hart, Dixon, Drummond and McIntyre (2004) Learning without Limits, and the metaphor of craft were used as a theoretical framework to support this exploration of how and why pedagogical choices and decisions were made and justified. Analysis revealed how pedagogical thinking was embedded within the complex process of life within the community. Commitment to the core idea of learners’ transformability and the principles coagency, everybody and trust (Hart et al., op. cit.) were found to be necessary but not sufficient to explain pedagogical thinking. A principled belief in possibility was added to articulate how I could be determined for children’s learning without determining what would be achieved. Analysis of how these principles functioned was articulated as a practical cycle of choice, reflection and collaboration. This cycle ensured that the principles were shared within the community. The notion of attentiveness to imagination was developed to articulate how I worked to create and sustain an inclusive environment for learning. Attentiveness was used to reflect the necessary constancy of the process of teaching and learning. Imagination was used to articulate how the process of recognising children’s individuality was achieved by connecting their past, present and future lives, acknowledging how possibilities for learning were created by building on, but not being constrained by what had come before.
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