Teaching as inquiry : rethinking curriculum in early childhood education (Book, 2005) [WorldCat.org]
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Teaching as inquiry : rethinking curriculum in early childhood education

Author: Lynn T Hill; Andrew J Stremmel; Victoria R Fu
Publisher: Boston : Pearson/Allyn & Bacon, ©2005.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
"The authors purposefully rethink previous assumptions, emphasizing a willingness to fail and to "come to the edge" as practice for teaching in a way that inspires lifelong questioning and discovery. Grounded throughout with abundant and diverse real-world examples and drawing on the author team's extensive experience, this new text demonstrates that its models can and do result in creative, engaged teachers and  Read more...
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Genre/Form: Programmes d'études
Additional Physical Format: Online version:
Hill, Lynn T.
Teaching as inquiry.
Boston : Pearson/Allyn & Bacon, ©2005
(OCoLC)988942418
Document Type: Book
All Authors / Contributors: Lynn T Hill; Andrew J Stremmel; Victoria R Fu
ISBN: 0205412645 9780205412648
OCLC Number: 54913372
Description: xvi, 248 pages : illustrations ; 24 cm
Contents: pt. 1. The journey to becoming a teacher --
1. An invitation to life : the art of teaching --
2. How you teach is who you are --
3. The teacher as researcher : asking questions, discovering answers --
4. The preprofessional portfolio : documenting self --
pt. 2. The child as provocateur --
5. The child as cultural invention : reconstructing images of the child --
6. Creating an environment for children to be known and valued : educational and caring spaces --
pt. 3. Families, schools, and communities : learning from one another --
7. A family-centered model : parent-teacher partnerships --
8. The amiable school : incorporating everyone into the equation --
pt. 4. The tools of teaching and learning : life in the classroom.
Responsibility: Lynn T. Hill, Andrew J. Stremmel, Victoria R. Fu.

Abstract:

"The authors purposefully rethink previous assumptions, emphasizing a willingness to fail and to "come to the edge" as practice for teaching in a way that inspires lifelong questioning and discovery. Grounded throughout with abundant and diverse real-world examples and drawing on the author team's extensive experience, this new text demonstrates that its models can and do result in creative, engaged teachers and meaningful, effective curricula."--Jacket.

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