
Our Inquiry, Our Practice
Undertaking, Supporting, and Learning from Early Childhood Teacher Research(ers)
Daniel R. Meier(Author)
National Association for the Education of Young Children (Publisher)
Published on 5. April 2012
Book
Paperback/Softback
224 pages
978-1-928896-78-4 (ISBN)
Description
Through teacher research, teachers engage in the systematic study of their own practice to answer questions they have about teaching and learning, and their own effectiveness. This book explores:
What teacher research in early childhood settings looks like
Why it is important to the field of early childhood education
How teacher educators can support it
What teacher research in early childhood settings looks like
Why it is important to the field of early childhood education
How teacher educators can support it
Reviews / Votes
"This valuable book makes the case that many schools today may be reducing or eliminating the conditions that foster innovation. Drawing inspiration from many theories and exemplars, the authors clearly and vividly describe creativity and originality in the early years and how to cultivate this distinctive way of thinking, knowing, and making choices." -Carolyn Pope Edwards, Cather Professor Emeritus,University of Nebraska-Lincoln "Let's continue to foster children's creativity! This book offers concrete ideas for challenging children's thinking and encouraging them to take risks. The authors lay an important foundation for nurturing future generations of innovative thinkers." -Noelle Woytko, Lead Preschool Teacher, Children's Village, Philadelphia "Through a delightful combination of practical insight, evidence-centered examples, and a firm basis in learning research and theory, the authors of Nurturing Creativity show a deep respect for young children, as well as for educators as active and thoughtful designers of young children's learning environments and experiences." -Lisa Brahms, Director of Learning & Research, Children's Museum of Pittsburgh "Journey into the realm of creativity, where children and teachers try new ideas and grow into creative, critical thinkers who are free to make mistakes and encouraged to learn from them. Guiding questions help readers see possibilities that will spark children's curiosity and invite exploration. Specific tips, such as a list of phrases that support creative thinking, guide readers in nurturing creativity." -Peggy Ashbrook, Early Childhood Science Educator and Author of Science Learning in the Early Years: Activities for PreK-2 "Teachers will love the practical tips on how to nurture creative confidence and foster joyful learning!" -Jennifer Cooper, Director, Wolf Trap Institute for Early Learning Through the Arts
More details
Language
English
Place of publication
Washington DC
United States
Target group
Professional and scholarly
Product notice
Paperback (trade)
Illustrations
Illustrations
Dimensions
Height: 254 mm
Width: 178 mm
ISBN-13
978-1-928896-78-4 (9781928896784)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Rebecca Isbell is an early childhood consultant and professor emerita of early childhood education at East Tennessee State University. She has authored numerous books and articles and presents on topics related to young children, creative thinking, storytelling, and the creative arts.
Sonia Akiko Yoshizawa is a PhD fellow in early childhood education at East Tennessee State University. A coauthor of STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways, she conducts inquiry-based STEM trainings and presentations for teachers.
Sonia Akiko Yoshizawa is a PhD fellow in early childhood education at East Tennessee State University. A coauthor of STEM Learning with Young Children: Inquiry Teaching with Ramps and Pathways, she conducts inquiry-based STEM trainings and presentations for teachers.
Content
About This BookPart I: What Is Teacher Research?Introduction to Part I
1. The Nature of Teacher Research
2. Understanding Vivian Paley as a Teacher ResearcherTeacher Research Studies
3. Two's Company, Three's a Crowd: Peer Interactions in a Preschool Social Triangle
4. Encounters with Sunlight and a Mirror Ball
5. "Do You Want to See Something Goofy?" Peer Culture in the Preschool Yard
6. Exploring the Forest: Wild Places in Childhood
7. If I Were President: Teaching Social Justice in the Primary Classroom
8. Getting Started and Moving into Teacher Research
Part II: How Can Early Childhood Professionals Support Teacher Researchers?
Introduction to Part II
9. Reshaping the Landscape of Early Childhood Teaching through Teacher Research
10. Teacher Research: Questions for Teacher Educators
11. Developing Professional Insight
12. Teacher Research: Improving Practice and Amplifying Teacher Voice among Diverse Students in Early Childhood Education
13. Co-Inquiry: Documentation, Communication, Action
14. Zooms: Promoting Schoolwide Inquiry and Improving Practice
Supporting Teacher Research in Communities of Practice
15. Las Americas Early Education School Teacher Research Initiative in Collaboration with San Francisco State University
16. Making Learning Visible at the Lee Academy Pilot School
17. The Making Learning Visible/Ready to Learn Providence Peer Network
18. Kent State University Child Development Center, Ongoing Teacher Research
19. Reflective Early Childhood Educators' Social Seminar-RECESS
Afterword: Some Thoughts on Teacher Research in Early Childhood Education
Resources
For Further Reading
Online Resources
About the Authors
1. The Nature of Teacher Research
2. Understanding Vivian Paley as a Teacher ResearcherTeacher Research Studies
3. Two's Company, Three's a Crowd: Peer Interactions in a Preschool Social Triangle
4. Encounters with Sunlight and a Mirror Ball
5. "Do You Want to See Something Goofy?" Peer Culture in the Preschool Yard
6. Exploring the Forest: Wild Places in Childhood
7. If I Were President: Teaching Social Justice in the Primary Classroom
8. Getting Started and Moving into Teacher Research
Part II: How Can Early Childhood Professionals Support Teacher Researchers?
Introduction to Part II
9. Reshaping the Landscape of Early Childhood Teaching through Teacher Research
10. Teacher Research: Questions for Teacher Educators
11. Developing Professional Insight
12. Teacher Research: Improving Practice and Amplifying Teacher Voice among Diverse Students in Early Childhood Education
13. Co-Inquiry: Documentation, Communication, Action
14. Zooms: Promoting Schoolwide Inquiry and Improving Practice
Supporting Teacher Research in Communities of Practice
15. Las Americas Early Education School Teacher Research Initiative in Collaboration with San Francisco State University
16. Making Learning Visible at the Lee Academy Pilot School
17. The Making Learning Visible/Ready to Learn Providence Peer Network
18. Kent State University Child Development Center, Ongoing Teacher Research
19. Reflective Early Childhood Educators' Social Seminar-RECESS
Afterword: Some Thoughts on Teacher Research in Early Childhood Education
Resources
For Further Reading
Online Resources
About the Authors