Realizing a Progressive Pedagogy: A Comparative Case Study of Two Reggio Emilia Preschools in San Francisco

Autor/in	Abdelfattah, Marwa
Titel	Realizing a Progressive Pedagogy: A Comparative Case Study of Two Reggio Emilia Preschools in San Francisco
Quelle	In: Universal Journal of Educational Research, 3 (2015) 12, S.1074-1086 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Comparative Analysis; Case Studies; Reggio Emilia Approach; Preschool Education; Early Childhood Education; Educational Philosophy; Public Schools; Private Schools; Program Implementation; Fidelity; Progressive Education; Developmentally Appropriate Practices; Qualitative Research; Teacher Attitudes; Administrator Attitudes; Semi Structured Interviews; Beliefs; State Regulation; Teacher Background; Professional Continuing Education; Educational Opportunities; Educational Resources; Teaching Methods; Preschool Evaluation; Observation; California + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Reggio-Pädagogik; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsphilosophie; Erziehungsphilosophie; Public school; Öffentliche Schule; Private school; Privatschule; Reformpädagogik; Progressive Erziehung; Entwicklungsbezogene Bildung; Qualitative Forschung; Lehrerverhalten; Belief; Glaube; Staatliche Lenkung; Berufsfeldbezogener Unterricht; Weiterbildung; Bildungsangebot; Bildungschance; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Kalifornien
Abstract	This study aims to uncover how a particular imported philosophy of early childhood education, Reggio Emilia, is implemented in the context of one public and one private preschool in San Francisco. The philosophy of Reggio Emilia is believed to be progressive and to be developmentally appropriate for children in early childhood. The study involved a total of 8 teachers (4 in each preschool), 2 program administrators, and 60 children (30 in each preschool and 15 in each observed classroom). Results from the qualitative data analyses reveal that the private preschool maintains a higher degree of fidelity to the Reggio Emilia approach (REA) than does the public preschool. Results also indicate that there are two main factors that contribute to the aforementioned difference in implementation: school resources and teachers instructional choices. This study helps teachers, parents and researchers in the field of ECE better comprehend what contributes to the pedagogical practices at play in different schools depending on their context. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01