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Tables Table 1 Katz’s Model of Teacher Development ............................................................. 268 Table 2 Kashin’s Model of Emergent Curriculum ......................................................... 272 Figures Figure 1. The weather project. ........................................................................................ 171 Figure 2. A child’s two-dimensional representation of a barometer. ............................. 176 Figure 3. The classroom barometer. ............................................................................... 176 Figure 4. Wind chill and flurries. ................................................................................... 177 Figure 5. The weather project documentation and display. ............................................ 178 Figure 6. The seasons change because they have to blow away. ................................... 179 Figure 7. All hands on snakes. ........................................................................................ 187 Figure 8. Snake project documentation and display. ...................................................... 189 Figure 9. The Olympic project display board. ................................................................ 193 Figure 10. Webbing snakes. ........................................................................................... 194 Figure 11. Animals of the jungle. ................................................................................... 201 Figure 12. Representatives of a tiger’s stripes. ............................................................... 206 Figure 13. Characteristics of a tiger. .............................................................................. 207 Figure 14. The animal project. ....................................................................................... 207 Figure 15. Elephants from little to big. ........................................................................... 209 Figure 16. Great artists collage. ...................................................................................... 215 Figure 17. Splat, splat like Jackson Pollack. .................................................................. 216 Figure 18. The children’s art show. ................................................................................ 224 Figure 19. Line art and mixed media. ............................................................................. 227 Appendices Appendix A: Invitation to Participate in a Research Study ............................................ 326 Appendix B: Informed Consent Form ............................................................................ 327 Appendix C: Interview Protocol: Initial Interview ......................................................... 329 Appendix D: The Image of the Teacher: Metaphor Exercise ......................................... 331 Appendix E: The Image of the Teacher .......................................................................... 332 Appendix F: Interview Protocol: Final Interview ........................................................... 333 Appendix G: Narratives of Experience ........................................................................... 335 Appendix H: Example of Coding System ....................................................................... 347 vi
Dedication This dissertation is dedicated to my husband, Lorne and children, Jeremy, Ben and Dory. This journey would not have been possible without my family. I knew as I climbed higher into unknown terrain that if I should tumble from the mountain, their love and support would spread like a safety net, absorbing the fall. vii
Page 1 and 2: REACHING THE TOP OF THE MOUNTAIN: T
Page 3 and 4: Acknowledgements I wish to express
Page 5: Teacher as Theory Builder .........
Page 9 and 10: 2 are inextricably linked to issues
Page 11 and 12: 4 2. What is the perception of the
Page 13 and 14: 6 educators who have adapted a refr
Page 15 and 16: 8 constructive process. It is based
Page 17 and 18: 10 Experiential or active learning
Page 19 and 20: 12 through active involvement with
Page 21 and 22: 14 Relevance of Study When I took a
Page 23 and 24: 16 the centre of the labyrinth can
Page 25 and 26: 18 without walls, the teacher calle
Page 27 and 28: 20 As a very young child, the teach
Page 29 and 30: 22 of completing my education and r
Page 31 and 32: 24 what the learner already knows t
Page 33 and 34: 26 unsure of my direction; still I
Page 35 and 36: 28 the centre or return to the entr
Page 37 and 38: 30 here, though, is that these expe
Page 39 and 40: 32 of fixing children by teaching t
Page 41 and 42: 34 relates to those aspects of acti
Page 43 and 44: 36 As I articulate my experiences w
Page 45 and 46: 38 An essential part of who I am an
Page 47 and 48: 40 teacher-centred practice. Teache
Page 49 and 50: 42 well was gradually undergoing re
Page 51 and 52: 44 While education staff in public
Page 53 and 54: 46 school settings, has an equally
Page 55 and 56: 48 In Ontario, over 90% of the 300,
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50 knowledge and skills not possess
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52 staff members who do not have sp
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54 Content and pedagogy should be i
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56 order to remain competitive, it
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58 those employed in child care are
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60 and/or co-workers (Doherty & For
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62 exacerbated by the findings that
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64 Québec a public education campa
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66 You Bet I Care! (2000) examined
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68 coupled with feelings of inadequ
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70 dimension as “it takes place i
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72 thirds of assistant teachers and
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74 psychological and physical safet
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76 Certification. Certification is
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78 aspire to (CCCF, 1995). The beli
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80 According to Bertrand (2003), co
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82 difficulty with recruitment and
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84 childhood educators. Perhaps a v
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86 teaching staff in order to help
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88 The disappointing findings helpe
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90 curriculum. The former rather th
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92 evolves, diverging along new pat
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94 require the abandonment of a wid
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96 consideration of how children le
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98 may involve recognition of child
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100 prematurely is that those who c
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102 1996). Some of the criticism su
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104 best from activities they thems
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106 The Reggio Emilia Approach The
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108 4. documentation: teachers and
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110 change their interactions based
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112 Documentation in this form is n
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114 own evolving authentic curricul
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116 lead “into an expanding world
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118 gap between what “the child i
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120 to visit the programs appeared
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122 lack of research and its limite
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124 classroom, teachers learn and r
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126 issues, a self-directed orienta
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128 changes within the school as a
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130 of practice within communities
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132 outcomes for programs with a so
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134 This program began in 1975 and
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136 reflective practice involving j
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138 beginning teachers.” Interest
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140 In the Forward to Developmental
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Chapter Four: Methodology What you
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144 (multiple realities are sociall
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146 are issue oriented and are “n
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148 implications to halting the pra
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150 my research participants and wi
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152 was the child, not her teacher.
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154 In making the study accessible,
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156 these categories: current pract
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158 widely used by market researche
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160 particular project topic brough
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162 collaboration involving mutual
Page 171 and 172:
164 The Weary Traveler: Roadblock F
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166 Conclusion In collecting data,
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168 the experience of teachers who
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170 twenty bucks for Chinese New Ye
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172 The centre now occupies space i
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174 for the kid’s interests. You
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176 analyzed by the group. At the p
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178 Figure 5. The weather project d
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180 program more theirs” Subseque
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182 teachers, the rest see them as
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184 It makes you pumped. Sometimes
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186 Case Study Number Two: The Spir
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188 the various levels of the organ
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190 volunteers her time to facilita
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192 willing to learn. It is not som
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194 Challenges. Given the limited h
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196 educational model, the oppositi
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198 Emerging directions. Rose has n
Page 207 and 208:
200 There was a discernable absence
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202 preschool age children (2 1/2 t
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204 Mary was satisfied with this th
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206 community helper is.” Communi
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208 Recognizing the children’s in
Page 217 and 218:
210 Mary believes that child care h
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212 The children are the seeds. The
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214 Mary would advise others to est
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216 Figure 17. Splat, splat like Ja
Page 225 and 226:
218 As a result of fees and capacit
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220 work. Felicia was solicited by
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222 Felicia’s co-worker was the f
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224 curriculums and criticism was i
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226 children could have a really ex
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228 feelings of confidence mixed wi
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230 you can answer that question ho
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Chapter Six: Discussion If nature h
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234 The Impact of Context The situa
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236 Feeling valued and supported in
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238 impacted Rose’s attitude towa
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240 in the field. Rose has been tak
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242 practice with the chance to att
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244 are interested and they are pas
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246 primarily to the teachers. Mary
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248 learners. While this is a “de
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250 “not engaged” with an emerg
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252 alternative perspective, a teac
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254 had difficulty reconciling the
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256 the project determined its dire
Page 265 and 266:
258 Layla recalled the experience o
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260 information. A newsletter produ
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262 order to ascertain future direc
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264 (Rankin, 2004). In Reggio Emili
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266 theory is just a proposed expla
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268 Table 1 Katz’s Model of Teach
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270 Katz’s conceptualization (200
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272 Table 2 Kashin’s Model of Eme
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274 availability could produce the
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Chapter Seven: Future Directions If
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278 as I have been, to detach thems
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280 objects created by adults remov
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282 winter semester of 2006, I am o
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284 Emilia to early childhood educa
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286 within a Reggio-inspired enviro
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288 However, the ship cannot be rep
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290 curriculum choices from a broad
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292 editor, a friend, and the parti
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294 As I envision the future, it ho
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296 of custom, of the normal, of th
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298 theory in practice take place f
Page 307 and 308:
300 The question being pondered was
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302 developmentally appropriate to
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304 with this perception of my fiel
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References Adcock, S. G., & Patton,
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308 appropriate practice in early c
Page 317 and 318:
310 Corbett, B. E. (1989). A centur
Page 319 and 320:
312 Ferguson, E. (1994). Child care
Page 321 and 322:
314 Griffin, S. (2002). To be or no
Page 323 and 324:
316 Katz, L. (1999). Curriculum dis
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318 Miller, S. M., & Shoptaugh, S.
Page 327 and 328:
320 Palmer, P. J. (1998). The coura
Page 329 and 330:
322 Schön, D.A. (1996). Educating
Page 331 and 332:
324 Weber, S., & Mitchell, C. (1995
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Appendix A: Invitation to Participa
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328 I am free to decline to answer
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330 4. What are the strengths of th
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Appendix E: The Image of the Teache
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334 Image: 1. How does the image ot
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336 obvious to me and I react with
Page 345 and 346:
338 Layla: That was the place with
Page 347 and 348:
340 table relates to the topic. The
Page 349 and 350:
342 supply teacher has a child in h
Page 351 and 352:
344 the children regarding the char
Page 353 and 354:
346 conversation about A R T contin
Page 355:
348 22 going on, puzzles or another
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