Degree Name

MA (Master of Arts)

Program

Early Childhood Education

Date of Award

12-2008

Committee Chair or Co-Chairs

Jane T. Broderick

Committee Members

Mary Langenbrunner, Pamela Evanshen

Abstract

This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.

Document Type

Thesis - Open Access

Copyright

Copyright by the authors.

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