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).
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 Zealand /Hedges, Helen. January 2007 (has links)
Thesis (Ph. D.)--Massey University, Palmerston North, 2007. / Includes bibliographical references (p. 286-317).
Broderick, Jane Tingle, Hong, Seong Bock
01 January 2005
As teacher educators we work to make inquiry methodology explicit to help teacher candidates construct the link between theory and practice. Bringing inquiry learning into the early childhood curriculum method courses raises the potential for inquiry teaching practice for teacher candidates and models a constructivist practice in a higher education setting. Of the numerous curriculum studies available, few focus on methods of inquiry to guide adult learners’ to construct inquiry- teaching practices that they can transfer to their work with children. To improve the quality of our teaching in an Early Childhood Teacher Education program we researched and developed several tools to facilitate the transfer from teacher candidates own learning experiences to their teaching practice. We relied on the literature regarding the Reggio Emilia approach of inquiry learning and teaching based on documentation, as well as Creativity theory to help us develop a method to relate concepts with materials in a cycle of inquiry. Through our Cycle of Inquiry and the introduction of Concept Materials we promote representation which is a critical aspect of constructing knowledge about what it means to teach. We find that this differs from merely modeling hands-on activities in that it promotes higher level reasoning and creativity throughout the early childhood curriculum, as teacher candidates learn to reflect on and question the big ideas—thinking and learning—they observe in play to develop practice that extends learning along a conceptual continuum of inquiry. This data accumulated over the course of two years at East Tennessee State University and the University of Michigan-Dearborn through our process of developing and implementing curriculum for teacher educators that models action research and teacher as researcher.
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.
Study of the Assessment in Major for the Early Childhood Program at the University of Wisconsin--StoutMerritt, Kari. January 2004 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / 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).
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.
Thesis (M.A.)--Rowan University, 2009. / Typescript. Includes bibliographical references.
Child care teacher's attitudes, beliefs, and knowledge regarding science and the impact on early childhood learning opportunititesFaulkner-Schneider, Lucille Ann, January 2005 (has links) (PDF)
Thesis (M. S.)--Oklahoma State University, 2005. / Vita. Includes bibliographical references (p.43-50).
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).
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