Class and Pedagogy: A Case Study of Two Chicago Preschools

Autor/in	Sanders-Smith, Stephanie C.
Titel	Class and Pedagogy: A Case Study of Two Chicago Preschools
Quelle	In: International Studies in Sociology of Education, 25 (2015) 4, S.314-332 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2015.1083406
Schlagwörter	Case Studies; Preschool Evaluation; Early Childhood Education; Pretests Posttests; Observation; Skill Development; Effective Schools Research; Educational Practices; Progressive Education; Traditional Schools; Disadvantaged Environment; Achievement Tests; Instructional Effectiveness; Classification; Achievement Gains; Comparative Analysis; School Effectiveness; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beobachtung; Kompetenzentwicklung; Qualifikationsentwicklung; Schulforschung; Bildungspraxis; Reformpädagogik; Progressive Erziehung; Traditioneller Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterrichtserfolg; Classification system; Klassifikation; Klassifikationssystem; Achievement gain; Leistungssteigerung; Schuleffizienz
Abstract	Using a Bernsteinian theoretical framework, this study compares two American early childhood centres, one with a primarily progressive pedagogy (Frank Lloyd Wright Family Centre) and one with a primarily traditional pedagogy (Casimir Pulaski Centre), in high-poverty Chicago neighbourhoods to examine the effects of different pedagogic practices on the development of academic and non-academic skills in young children as measured by pre- and post-testing and observations over five months. The collected data demonstrate that students at Wright experienced greater levels of academic development than students at Pulaski. Children at both sites showed development in literacy and social/emotional skills, but the children at Wright also show development in problem-solving and imagination--skills that aid in abstract thought. While further study is needed on a broader scale, results from this study suggest that early childhood programmes with more progressive elements have the potential to better prepare children for elementary school than programmes with more traditional elements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01