Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
137
result(s) for
"Meier, Daniel R"
Sort by:
Reflecting across Borders
[...]we wanted to develop new ideas and strategies for promoting inquiry-based science learning in varied educational, social, and cultural contexts. [...]we were interested in understanding how an international project on science learning might open new windows onto children's social and cognitive development in cross-cultural contexts. [...]exchanges can be strengthened by integrating a range of inquiry-based strategies, from photographs to videos to written reflections to an electronic platform. [...]we recommend the inclusion of teacher educators in international inquiry-based collaboration, as in this project's Palestinian teacher educator and the US teacher educator, who were co-organizers and who helped guide the initial inquiry framework, tools, and reflections.
Journal Article
Integrating Content and Mechanics in New Language Learners' Writing in the Primary Classroom
Writing and literacy development are crucial for the academic and social success of new language learners in the primary grades. Over the last 25 years, several terms have been used to describe the talents and needs of children learning new languages in early childhood settings. The term that the author prefers, and which he uses in this article, is \"new language learners.\" It describes children still at an early stage of learning or \"lacking fluency in a second or additional language but whose ultimate aim is to become as fluent as possible.\" New language learners need specialized support in linking oral and written language as they develop their writing skills. Of crucial importance in this process, and the focus of this article, is the successful integration of content (ideas, feelings, and information) with mechanics (punctuation, syntax, formats, and genres, such as how-to books, fairy tales, personal narratives, and poetry) across the K-3 spectrum (Meier 2011). This is \"the\" foundational stage for learning to write well for new language learners--it provides \"developmentally appropriate and linguistically accessible\" opportunities for writing growth. During these crucial years, new language learners gain accuracy in writing, confidence, motivation, and voice.
Journal Article
A Teacher's Own Multilingualism and Literacy Connections: \A Journey of Journals\
The journals as conceptualized and tinkered with by Ying provided a lowanxiety environment (Krashen 1982) that gave her children access to both basic interpersonal communication skills (BICS) and cognitive academic language proficiency skills (CALPS) (Cummins 1979). Ying discovered that \"most of the words the boys used to tell these stories-for example, ШШ-А [tornado], ?? [explosion], and S? [ninja]-were words that they might have heard only once from me,\" which showed her \"that children learn words faster and better when they have an interest in them\" and inspired her to reflect on \"improving my teaching by incorporating children's interests into language learning.\" Tools for reflection Ying's project showcases an effective integration of the essential tools of teacher research-documenting teaching strategies and materials, audiotaping and writing down children's conversations, collecting children's work samples, and taking photographs of children at work and play.
Journal Article
A Collaborative Project on Language and Literacy Learning: Promoting Teacher Research in Early Childhood Education
Four teachers from diverse early childhood environments formed a teacher research group to learn more about children's language and literacy development. This article discusses the formation of the group, the value of teacher research for understanding children's language, and the lessons learned by the participating teachers that enhanced their personal and professional development. (TJQ)
Journal Article
Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs
Highlights qualitative studies from two preschools that view the framework of literacy use as socially constructed and embedded in social and cultural perspectives and practices of communities. Suggests ways to strengthen early-childhood programs, including greater use of writing and drawing materials readily available, additional orientation to shared story reading, and examination of assumptions underlying the concept of readiness. (LBT)
Journal Article
Voices of Practitioners First Teacher Research Article: \A Dialogue With the Shadows\
For an immigrant male teacher from Mexico, teaching primarily in his second language of English and in an adopted new country, Isauro's piece also exemplifies the critical contributions that immigrant teachers have made to the early childhood field in America, and to our understanding of the value of teacher inquiry and reflection.
Journal Article
A Teacher's Own Multilingualism and Literacy Connections: \A Journey of Journals\
Tools for reflection Ying's project showcases an effective integration of the essential tools of teacher research-documenting teaching strategies and materials, audiotaping and writing down children's conversations, collecting children's work samples, and taking photographs of children at work and play. In closing, \"A Journey of Journals: Promoting Child-Centered SecondLanguage Acquisition in Preschool\" shows us a particularly fruitful avenue for using teacher research to understand how multilingualism and literacy can reconnect teachers to their own language roots, empower young children to become engaged and creative learners, and inspire others to use the mix of documentation and reflection tools that Ying has used so well here.
Journal Article
Reflecting across Borders
[...]we wanted to develop new ideas and strategies for promoting inquiry-based science learning in varied educational, social, and cultural contexts. [...]we were interested in understanding how an international project on science learning might open new windows onto children's social and cognitive development in cross-cultural contexts. [...]exchanges can be strengthened by integrating a range of inquiry-based strategies, from photographs to videos to written reflections to an electronic platform. [...]we recommend the inclusion of teacher educators in international inquiry-based collaboration, as in this project's Palestinian teacher educator and the US teacher educator, who were co-organizers and who helped guide the initial inquiry framework, tools, and reflections.
Journal Article
Introduction
The other is by Megan Blumenreich, who teaches at The City University of New York, and who has long been involved with the Teacher as Researcher Special Interest Group within the American Educational Research Association (AERA). Gail would be proud to see NAEYC's ongoing commitment to teacher research as a vehicle for improving teacher preparation, career-spanning professional development, and increasing the status and professionalism of our field of early childhood education.
Journal Article