Convention, 8-13 interventions where interaction. More aware of Work with toddlers September: Dunedin an adult mediates between reasons for own behaviour, requires staff to understand a child’s experiences and recognised role as children who are not able to the surrounding teachers/educators. communicate verbally – environment). Changed opinions about requires knowledge and needs for education of ability. toddlers. Some structural beneficial wider (smaller – view. groups of children). Independent coding: Greater involvement of children in interaction with staff at end of project. Increase for all groups in transcendence (expanding or going beyond the here and now). Pramling Samuelsson, I., 46 pre-service students. Focus on child’s life Students in intervention Johansson, E., Davidsson, questions. Opportunities for group emphasised Comparison group of 19 B. & Fors, B. (2000) reflection and importance of finding out students. Student teachers’ metacognitive aspects child’s view and tackling children’s questions emphasised. Interviews, child’s questions together. about life a keeping a diary, working Students in this group – phenomenographic with ethical dilemmas, aware their roles and approach to learning. researchers asking questions are a tool to help provocative questions were children develop thinking European Early Childhood 8(2), methods used to encourage and understand the world Education Research, pp. 7-32. reflection. Comparison around them. group had traditional university course. Timperley, & Robinson, V. Primary school teachers in Analysis of data to test Shifts in deficit Required discrepant data, (2001). Achieving school 4 primary schools in assumptions School 1) assumptions for schools 1, presence of external agent – improvement through Mangere and Otara. skill level assessment, 2, and 3. School 4 failed to to assist with data challenging and changing School 2) parent education test alternative pedagogy collection and – New entrants followed over teachers’ schema. meetings, School 3) data on interpretation, availability Journal 1st year of school. letter identification, School
Convention, 8-13 September: Dunedin interventions where an adult mediates between a child’s experiences and the surrounding environment). interaction. More aware of reasons for own behaviour, recognised role as teachers/educators. Changed opinions about needs for education of toddlers. beneficial – wider view. Independent coding: Greater involvement of children in interaction with staff at end of project. Increase for all groups in transcendence (expanding or going beyond the here and now). Work with toddlers requires staff to understand children who are not able to communicate verbally – requires knowledge and ability. Some structural (smaller groups of children). Pramling Samuelsson, I., Johansson, E., Davidsson, B. & Fors, B. (2000) Student teachers’ children’s questions about life – a phenomenographic approach to learning. European Early Childhood Education Research, 8(2), pp. 7-32. 46 pre-service students. Comparison group of 19 students. Focus on child’s life questions. Opportunities for reflection and metacognitive aspects emphasised. Interviews, keeping a diary, working with ethical dilemmas, researchers asking provocative questions were methods used to encourage reflection. Comparison group had traditional university course. Students in intervention group emphasised importance of finding out child’s view and tackling child’s questions together. Students in this group aware their roles and questions are a tool to help children develop thinking and understand the world around them. Timperley, & Robinson, V. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal Primary school teachers in 4 primary schools in Mangere and Otara. New entrants followed over 1st year of school. Analysis of data to test assumptions – School 1) skill level assessment, School 2) parent education meetings, School 3) data on letter identification, School Shifts in deficit assumptions for schools 1, 2, and 3. School 4 failed to test alternative pedagogy – Required discrepant data, presence of external agent to assist with data collection and interpretation, availability
Mitchel-2003-BES-ece-PD.docx