Implementing Academic Choice: A Self-Study in Evolving Pedagogy

Autor/in	Jones, Katrina E.
Titel	Implementing Academic Choice: A Self-Study in Evolving Pedagogy
Quelle	In: Studying Teacher Education, 11 (2015) 2, S.143-163 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2015.1045773
Schlagwörter	Kindergarten; Preschool Teachers; Qualitative Research; Documentation; Observation; Structured Interviews; Young Children; Student Participation; Teaching Methods; Interaction; Disadvantaged Youth; Reflection; Pedagogical Content Knowledge; Self Evaluation (Individuals); Urban Schools; Learner Controlled Instruction; Journal Writing; Academic Achievement; Student Attitudes; California + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Qualitative Forschung; Dokumentation; Beobachtung; Frühe Kindheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Benachteiligter Jugendlicher; Pädagogische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Zeitschriftenaufsatz; Schulleistung; Schülerverhalten; Kalifornien
Abstract	The goal of this research is to examine how implementing a new pedagogical structure, Academic Choice, informs my understanding of my students as learners and individuals. Using a self-study methodology over the course of eight working sessions in my Kindergarten classroom, I collected multiple forms of qualitative data, including student work samples, focal student observations, structured interviews, and research journal entries containing my own reflections as well as notes on consultations with critical friends. These data were analyzed inductively by connecting observations and patterns from across these sources. Findings indicated that providing a choice in content allowed struggling students to self-differentiate, that one-on-one interactions were essential to understanding a student's choice and work process, and that advanced students needed support to challenge themselves. Furthermore, I found that developmental stage, time allotted for working, and social construction of knowledge were important factors to consider in structuring these working sessions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01