Overview
As top-down educational reform policies at local and national levels increasingly isolate teachers from their own professional and instructional agency, and stultify children’s passion for learning, new techniques are needed for understanding and transforming educational practices. Narrative Inquiry in Early Childhood and Elementary School: Learning to Teach, Teaching Well facilitates meaningful change in early years education by providing early childhood and elementary school teachers with methods to incorporate narrative into their instruction and inquiry. This book offers practical strategies for incorporating narrative tools and structures into the classroom, and encouraging effective conceptual, pedagogical, and personal avenues for engaged teaching and learning across languages and cultures. The book’s chapters promote a lively discussion of central tenets of narrative inquiry and illustrative examples of teachers at work with narrative and inquiry for improving their practice and children’s learning.
Full Product Details
Author: Stephanie Sisk-Hilton (San Francisco State University, USA) ,
Daniel R. Meier (San Francisco State University, USA)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Dimensions:
Width: 15.20cm
, Height: 1.50cm
, Length: 22.90cm
Weight: 0.460kg
ISBN: 9781138924406
ISBN 10: 1138924407
Pages: 160
Publication Date: 15 September 2016
Audience:
College/higher education
,
Tertiary & Higher Education
,
Undergraduate
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
"""This book’s linking of ‘points of inquiry’ with ‘points of practice’ that lead to ‘points of educational change’ gets at the most important aspect of stories—that the collection of and analysis of stories focuses on the relational aspects of all learning. The authors present possibilities of story through vignettes of children, teachers, and families, interviews, art projects, and digital media. They urge us to trust our stories and to trust our words as teachers, and they give us the confidence to trust children’s stories."" --Elizabeth P. Quintero is Professor, Coordinator of Early Childhood Studies, and Co-Chair of School of Education at California State University Channel Islands, USA"
This book's linking of 'points of inquiry' with 'points of practice' that lead to 'points of educational change' gets at the most important aspect of stories-that the collection of and analysis of stories focuses on the relational aspects of all learning. The authors present possibilities of story through vignettes of children, teachers, and families, interviews, art projects, and digital media. They urge us to trust our stories and to trust our words as teachers, and they give us the confidence to trust children's stories. --Elizabeth P. Quintero is Professor, Coordinator of Early Childhood Studies, and Co-Chair of School of Education at California State University Channel Islands, USA
This book's linking of `points of inquiry' with `points of practice' that lead to `points of educational change' gets at the most important aspect of stories-that the collection of and analysis of stories focuses on the relational aspects of all learning. The authors present possibilities of story through vignettes of children, teachers, and families, interviews, art projects, and digital media. They urge us to trust our stories and to trust our words as teachers, and they give us the confidence to trust children's stories. --Elizabeth P. Quintero is Professor, Coordinator of Early Childhood Studies, and Co-Chair of School of Education at California State University Channel Islands, USA
Author Information
Stephanie Sisk-Hilton is Associate Professor of Elementary Education at San Francisco State University, USA. Daniel R. Meier is Professor of Elementary Education at San Francisco State University, USA.
