Laboratory Schools as Places of Inquiry: A Collaborative Journey for Two Laboratory Schools

Autor/inn/en	Cutler, Kay; Bersani, Carol; Hutchins, Pamela; Bowne, Mary; Lash, Martha; Kroeger, Janice; Brokmeier, Sue; Venhuizen, Lynda; Black, Felicia
Titel	Laboratory Schools as Places of Inquiry: A Collaborative Journey for Two Laboratory Schools
Quelle	In: Early Education and Development, 23 (2012) 2, S.242-258 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.647609
Schlagwörter	Laboratory Schools; Educational Cooperation; Intercollegiate Cooperation; Inquiry; Communities of Practice; Faculty Development; Early Childhood Education; Reggio Emilia Approach; Teacher Researchers; Ohio; South Dakota + Suchen Sie Ihr Suchwort? Laborschule; Education; cooperation; Kooperation; Hochschulkooperation; Community; Early childhood; Frühkindliche Bildung; Frühpädagogik; Reggio-Pädagogik; Lehrerforschung; South-Dakota
Abstract	Research Findings: Although there have been organizations that have supported cross-university collaboration (e.g., the National Organization of Child Development Laboratory Schools and the National Coalition of Campus Child Care), most laboratory schools have not engaged in sustained cross-program collaboration in order to advance their missions. This narrative describes an innovative and sustained collaborative journey of 2 university laboratory schools that share similar program philosophies and a common value for teacher research with children and preservice teachers. These 2 groups of faculty have developed a unique cross-university collaborative inquiry. Practice or Policy: The authors share highlights of their journey and their insights regarding the positive outcomes of their collaboration, including building a community of practice, articulating their practices, becoming a collective catalyst for change, and providing opportunities for professional development to occur on a daily basis within the context of their work with children. Challenges such as distance, time, cost, and the difficulty of sustaining ideas and relationships are also shared. These minor challenges were outweighed by the participants' sense of joy in sharing perspectives and engaging in continuing dialogue that created lasting, genuine relationships and reenergized their view of the mission of laboratory schools as catalysts for change both for the laboratory faculty as well as for professionals in their communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10