Appropriate Processing Time: Valuing Process over Product

Autor/inn/en	Garcia, Beth; Coneway, Betty
Titel	Appropriate Processing Time: Valuing Process over Product
Quelle	In: European Journal of Educational Sciences, 6 (2019) 3, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Foreign Countries; Questioning Techniques; Children; Reggio Emilia Approach; Montessori Method; Public Schools; Comparative Education; Cognitive Processes; Cooperative Learning; Locus of Control; Competition; Prompting; Time on Task; School Culture; Preservice Teachers; Special Education Teachers; Parents; English Language Learners; Early Childhood Education; Italy; United States + Suchen Sie Ihr Suchwort? Ausland; Befragungstechnik; Fragetechnik; Child; Kind; Kinder; Reggio-Pädagogik; Montessori pedagogics; Montessori-Pädagogik; Public school; Öffentliche Schule; Vergleichende Erziehungswissenschaft; Cognitive process; Kognitiver Prozess; Kooperatives Lernen; Wettkampf; Benutzerführung; Zeitaufwand; Schulkultur; Schulleben; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Eltern; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Italien; USA
Abstract	This article views appropriate processing time through various lenses considering diverse needs of students/children. After noting significant differences between school cultures of Italian (Reggio Emilia and Montessori) and U.S. schools, the researchers conducted a qualitative case study where they collected data from a heterogenous group of participants. The participants logged "hurry up" commands given to students/children over the course of two weeks. While the number of "hurry up" commands dramatically decreased from week one to week two, and the participants realized that using imperatives to hurry students/children along were ineffective, merely illustrating these points to the participants was not enough to create lasting change. The researchers propose for U.S. classrooms to truly increase depth of learning and collaboration, the competitive nature found in these classrooms must be eliminated, and students/children must have increased processing time to consider learning from a meaningful and relevant stance. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01