Literaturnachweis - Detailanzeige
| Autor/inn/en | Bardige, Betty Lynn Segal; Baker, Megina; Mardell, Ben |
|---|---|
| Institution | Boston Public Schools. Department of Early Childhood |
| Titel | Children at the center. Transforming early childhood education in the Boston Public Schools. |
| Quelle | Cambridge, Massachusetts: Harvard Education Press (2018), 243 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781682532027; 9781682532034 |
| Schlagwörter | Massachusetts; USA; Boston Public Schools, Department of Early Childhood.; Early childhood education; Boston; Curricula; Education, Preschool; Learning, Psychology of; Group work in education; Bildungstheorie; Bildungspraxis Master-Studiengang; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mass.; Boston (Mass.); Boston Mass.; Curriculum; Lehrplan; Rahmenplan; Pre-school education; Preschool education; Vorschulerziehung; Learning psychology; Lernpsychologie; Group work; Gruppenarbeit; Bildung; Erziehung |
| Abstract | 1. Children at the center -- 2. The colorful cafe: a visit to a K0/K1 inclusion classroom / with Melissa Rivard and Jodi Doyle Krous -- 3. Building the BPS Early Childhood Program -- 4. Pathways to excellence -- 5. A house for a dragon: a visit with a K1 student / with David Ramsey and Abby Morales -- 6. Redoubled efforts and new directions -- 7. Tamara's day: a visit to a K2 classroom -- 8. A new model of professional development -- 9. The DEC at work -- 10. Reaching in, out, and up -- 11. Epilogue. A park where parents play with their kids: a visit to city hall -- Appendix. The role of data, research, and evaluation in the process of change / by Christina Weiland and Jason Sachs. Children at the Center provides a closely observed account of the decade-long effort to reshape the direction and quality of the Boston Public Schools' early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by the program and share lessons learned. Boston Public Schools are recognized for embedding high-quality, public preK programs in their system and achieving exceptional results. In this book, the authors outline the core principles that underlie the district's early childhood programs and explore the role of curriculum, professional development, coaching, and data use in supporting these new initiatives. They show how the Department of Early Childhood was able to work both with and against the constraints of the current accountability system to create a holistic, child-centered, play-based program that has had a significant impact in narrowing income-based gaps. Written in collaboration with the Boston Public Schools Department of Early Childhood Education, this account of creating successful preK programs in a diverse urban district is a resource for practitioners engaged in similar work across the country.--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2019/4/12 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
