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Beyond Reflective Practice: Blogging-With Place as a Diffractive Practice for (Re)Imagining Place-Based Education
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Karen Nociti – Contemporary Issues in Early Childhood, 2024
This article proposes the diffractive practice of blogging-with Place as an alternative to a reflective journal. Reflective practice is a priority for teachers, with reflective journaling often employed as a method for documenting a teacher's experiences and knowledge about sites that are intended for place-based teaching and learning. However,…
Descriptors: Foreign Countries, Place Based Education, Reflective Teaching, Early Childhood Education
'Doing' Socio-Political Sustainability in Early Childhood: Teacher-as-Researcher Reflective Practices
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Paujik, Yvonne M.; Miller, Melinda; Gibson, Megan; Walsh, Kerryann – Global Studies of Childhood, 2021
Young children's engagement in Education for Sustainability has focussed predominantly on their participation in environment-based initiatives or practices. Reasons for this include a notion that wider dimensions of sustainability, including social, political and economic areas of concern can be too complex and overwhelming for young children.…
Descriptors: Sustainability, Early Childhood Teachers, Kindergarten, Young Children
Investigating New Literacies among Teacher Educators: A Multi-Institution Collaborative Self-Study
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Nash, Brady Lee; Karkar Esperat, Tala Michelle; Pierce, Kathryn Mitchell; Shimek, Courtney H.; Rose, Crystal Dail; Ivanyuk, Lyudmyla; Fletcher, Lauren – Literacy Research: Theory, Method, and Practice, 2023
This multi-institutional, collaborative self-study explores how teacher educators learn to embed new literacies (NL) in teacher education coursework. Utilizing collaborative self-study methodology, seven faculty engaged in a year-long collaborative study focused on the incorporation of NL in preservice teacher education courses, meeting regularly…
Descriptors: Teacher Educators, Barriers, Preservice Teachers, Literacy Education
From Early Childhood to the First Year of School: Connecting Practices for Mathematics Learning and Teaching
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Thomas, Becs; Mackay, Kirsten; Stephenson, Niki; McChesney, Jane – set: Research Information for Teachers, 2022
This article reports from a Teacher-led Innovation Fund project that investigated connecting practices and resources for mathematical learning between a kindergarten and the first year of school. Teachers at both sites were teacher-researchers in the 2-year project. Our results highlighted expected and unexpected aspects of connections and…
Descriptors: Mathematics Instruction, Teaching Methods, Educational Innovation, Kindergarten
The Impact of Teaching for Artistic Behavior in a Post-Pandemic Urban Art Classroom
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Brodsky, Dani – Online Submission, 2023
The Impact of Teaching for Artistic Behavior in a Post-Pandemic Urban Art Classroom explores the effects of a choice-based art curriculum on students in an urban K-8 setting, with a focus on the post-pandemic context. The study examines the behavioral and academic outcomes of students in an underserved community and investigates how a TAB approach…
Descriptors: Well Being, Personal Autonomy, Art Education, Grade 7
"Well, We're Going to Kindergarten, so We're Gonna Need Business Cards!": A Story of Preschool Emergent Readers and Writers and the Transformation of Identity
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Tolentino, Efleda Preclaro; Lawson, Lauren – Journal of Early Childhood Literacy, 2017
Teacher research yields a plethora of insights about creating a meaningful curriculum for children. In this article, we describe the experience of preschool children who participated in Kindergarten Club, a space that afforded them opportunities to shift roles from being preschoolers to being kindergarteners. Kindergarten Club became a catalyst…
Descriptors: Preschool Children, Preschool Education, Emergent Literacy, Beginning Reading