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Teachers' Reading/Teachers' Lives
Investigates teachers' classroom personal reading histories and how they influence the development of one becoming a resisting reader/teacher. "The premise of this book is important: that teachers' literacy experiences not only make a difference in their literacy instruction but also in their professional judgment and actions related to curriculum decisions, and their resistance to prescribed methods and materials which do not allow children's literacy to flourish. The teachers' own words in the autobiographical chapters offer powerful testimony supporting approaches to literacy that encourage and support the job of reading and writing, rather than pedantic and meaningless curriculum methods that emphasize isolated skills and drills. "There is currently a backlash against the whole language approach, which through the years has had other titles but has always emphasized the creative, responsive teaching described in meaningful, individual, integrated and joyful approaches to the teaching of reading and writing. This book could have a positive influence on the current discussions about the teaching of literacy.
Early Childhood Qualitative Research
How can qualitative researchers make the case for the value of their work in a climate that emphasizes so-called "scientifically-based research?" What is the future of qualitative research when such approaches do not meet the narrow criteria being raised as the standard? In this timely collection, editor J. Amos Hatch and contributors argue that the best argument for the efficacy of qualitative studies in early childhood is the new generation of high quality qualitative work. This collection brings together studies and essays that represent the best work being done in early childhood qualitative studies, descriptions of a variety of research methods, and discussions of important issues related to doing early childhood qualitative research in the early 21st century. Taking a unique re-conceptualist point of view, the collection includes materials spanning the full range of early childhood settings and provides cutting edge views by leading educators of new methods and perspectives.
Critical Perspectives on Project Head Start
This book offers critical perspectives on the complex dynamics of politics, class, gender, power, race, and ethnicity in Project Head Start, past and present. Moving beyond the literature on Head Start's effects on children's achievement, this volume considers how the program has operated—sometimes effectively and comfortably, sometimes not—with families, in communities, and with other institutions. Contributors address historical background, parent involvement and governance, cultural diversity, and relationships with other institutions. The research reported is rich with the voices of parents, community members, and staff, and is complemented by first-person chapters written by participants themselves. Head Start's appeal and its reputation for success are both championed and critically questioned in this book, with an eye toward where Head Start might be going, where it should be going, and how we can better understand poverty, social programs, and education.
Early Education and Development
This Volume 16, number 3 of Early education and Development, published in July 2005. This edition includes articles on Family-school communication, African American involvement, the development of logico-mathematical and perceptions of math-mediated language and social skills in kindergarten and preschool.
Teaching Bilingual/bicultural Children
This edited volume is dedicated to contemporary teachers. Its goal is to provide a practical book for in-service and pre-service teachers of bilingual/bicultural children. The authors, each of whom is herself bilingual/bicultural, share personal wisdom garnered from working in classrooms with bilingual/bicultural learners. This book provides practical knowledge for teachers who are struggling to meet the needs of increasingly diverse classrooms.
Rethinking Readiness in Early Childhood Education
This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.
YC Young Children
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Creating Books for the Young in the New South Africa
This collection of essays analyzes the work of 29 authors and illustrators. South African children's and youth literature has a long history. The country is the most prolific publisher of children's books on the continent, producing perhaps the highest quality literature in Africa. Its traditions resonate within the larger world of children's literature but are solidly grounded in African myth and archetypes. The African diaspora in the U.S. and elsewhere have stories rooted in these oral traditions. Much has changed in South African literature for children since the 1994 transformation of the country. A field once dominated by all white and mostly female writers and illustrators has diversified, adding many new voices.
Passion and Pedagogy
The inaugural title of a series in which faculty members at Lesley University in Cambridge, Massachusetts will address critical issues in arts education for university faculty, classroom teachers, and students of education, based on the innovation programs in the arts there. The 25 contributions discuss creating the teacher and changing the world, collaborative learning and improvisation, constructing a space for creativity in science, and other topics. There is no index. Annotation copyrighted by Book News, Inc., Portland, OR
Meaning Making in Early Childhood Research
Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
