Learning stories & teacher inquiry groups : reimagining teaching & assessment in early childhood education
著者
書誌事項
Learning stories & teacher inquiry groups : reimagining teaching & assessment in early childhood education
National Association for the Education of Young Children, c2021
- : pbk
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注記
Other authors: Linda R. Kroll, Daniel R. Meier, Annie White
Includes bibliographical references and index
"Item: 1154" -- T.p. verso.
内容説明・目次
内容説明
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.
目次
Acknowledgments
Introduction
Chapter 1: The Power of Teacher Inquiry Groups: Linking Inquiry, Documentation, and Reflection
Chapter 2: Learning Stories as an Approach and Framework for Authentic Assessment and Critical Pedagogy
Chapter 3: Identifying and Creating Learning Stories
Chapter 4: Integrating Inquiry and Learning Stories for Socialization, Play, and Language
Chapter 5: Integrating Inquiry and Learning Stories for Equitable Learning Opportunities
Chapter 6: Family Engagement and Learning Stories: Inclusion of Diverse Voices
Appendix A: Learning Stories Can Supplement Various Assessment Tools
Appendix B: Resources and Approaches for Starting Your Own Inquiry Group
About the Authors
Index
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