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" Learning from young children in the classroom : "
Daniel R. Meier, Barbara Henderson ; foreword by Lillian G. Katz.
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BL
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| Record Number
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973305
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b727675
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| Main Entry
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Meier, Daniel R.
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| Title & Author
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Learning from young children in the classroom : : the art science of teacher research /\ Daniel R. Meier, Barbara Henderson ; foreword by Lillian G. Katz.
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| Publication Statement
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New York, NY :: Teachers College Press,, ©2007.
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| Page. NO
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xi, 199 pages :: illustrations ;; 23 cm
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| ISBN
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080774767X
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: 0807747688
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: 9780807747674
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: 9780807747681
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| Bibliographies/Indexes
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Includes bibliographical references (pages 185-191) and index.
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| Contents
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Framing inquiry--and staying close to children -- Teacher research and early childhood practice -- Teacher research and early childhood curricula and philosophies -- The process of inquiry--the art of doing teacher research -- Finding a path of inquiry -- Research questions -- Data collection--finding the little gems -- Understanding your data through documentation -- Using teacher research to understand and promote children's play and interaction -- Toddlers--building community through play -- Promoting more sophisticated play and interaction in preschool -- Teacher research and understanding children's language development -- Children's language and the language of teacher research -- Collecting and analyzing data on the language experiences of infants -- Toddlers--entering worlds of discovery and learning -- Teacher research and children's projects and literacy learning -- Understanding children's project-based learning -- Researching children's storytelling and story dramatization -- Reconceptualizing children's early literacy development -- Forms of writing about and disseminating teacher research -- Innovative ways to write about teacher research -- Narrative inquiry--the value for teacher research -- Integrating poetry, memoir, and stories -- Using stories, photographs, and artwork -- Using audit trails as analytical graphics -- Future directions for teacher research in early childhood education -- Forms and functions of early childhood teacher research -- Why do teacher research in early childhood education? -- Where do we go from here?
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| Abstract
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""The ultimate goal of all types of educational research is to improve practice so that it is increasingly effective in influencing children's growth, development, and learning ... The ideas, examples, stories, and suggestions and guidelines included here offer real promise for the improvements that we are all striving for so intensely."" "This practical resource is a comprehensive introduction to envisioning and carrying out high-quality teacher research in early childhood settings. The text features original research projects by teachers working with infants, toddlers, preschoolers, and primary-age children. With special attention given to multicultural and multilingual classrooms, the authors examine forms of children's play, social interaction, and friendships, language and literacy learning, as well as work with parents and families. This how-to guide provides: Specific examples and strategies to help teachers start their own teacher research projects and collaborative groups. A history of teacher research with links to early childhood practice. Effective tools for identifying a research question, data collection, data analysis, and dissemination. Helpful illustrations and examples of children's art. Book jacket."--Jacket.
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| Subject
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Action research in education-- United States.
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Early childhood education-- United States.
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Éducation de la première enfance.
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Recherche-action en éducation.
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Action research in education.
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Early childhood education.
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Handlungsorientierter Unterricht
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Vorschulerziehung
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United States.
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USA.
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| Dewey Classification
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370.7/2
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| LC Classification
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LB1028.24.M465 2007
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| NLM classification
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5,3ssgn
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DK 2002rvk
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DP 2052sdnb
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| Added Entry
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Henderson, Barbara.
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