Article 2014

Authenticity and "Standing Out:" Situating the Project Approach in Contemporary Early Schooling

BJ
Blank, Jolyn
 DV
Damjanovic, Victoria J.
 PD
Peixoto da Silva, Anna Paula
 WS
Weber, Susan
Early Childhood Education Journal
Journal · Vol. 42 · Issue 1 · pp. 19-27
Abstract

In this multi-case study, we describe early childhood teachers' experiences implementing project work in contemporary, standards-based classrooms. Focus is given to understanding how teachers interpreted work in context; that is, how they were responsive to both expanding professional knowledge about the project approach and to the existing practices valued in their particular school contexts. We present description of project work in action in three classrooms in order to illustrate key themes from each of the three single cases. This is followed by an interpretive discussion that brings together the three cases. In conclusion, we suggest that the teachers' experiences implementing the project approach carry implications for understanding teacher learning and professional development. © 2012 Springer Science+Business Media, LLC.

Keywords

Author Keywords

Case study Professional Development School contexts The project approach

Index Keywords

Author Affiliations
Department of Childhood Education and Literacy Studies, University of South Florida, Tampa, Tampa, FL, United States
Funding & Acknowledgements
No funding information
References 10 References
1 Clark, Ann Marie, Changing classroom practice to include the project approach, Early Childhood Research and Practice, 8, 2, (2006)
2 Shaping A Professional Identity Stories of Educational Practice, (1999)
3 Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, (2009)
4 Experience and Education, (1998)
5 Eisner, Elliot W., From episteme to phronesis to artistry in the study and improvement of teaching, Teaching and Teacher Education, 18, 4, pp. 375-385, (2002)
6 Curriculum Models and Early Childhood Education Appraising the Relationship, (2001)
7 Goldstein, Lisa S., Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States, Early Childhood Research Quarterly, 22, 1, pp. 39-54, (2007)
8 Young Investigators the Project Approach in the Early Years, (2025)
9 Jones, Brett D., Voices from the frontlines: Teachers' perceptions of high-stakes testing, Education Policy Analysis Archives, 12, pp. 1-34, (2004)
10 Katz, Lilian G., Standards of experience, YC Young Children, 62, 3, pp. 94-95, (2007)
Quick Actions
Full Text via DOI
Citation Metrics
7
Times Cited (Scopus)
References 10
Document Identifiers