Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners

dc.creator	Sallee Beneke
dc.creator	Michaelene M. Ostrosky
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:15Z
dc.date.available	2015-08-12T11:17:15Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/a09981b3a5884cbbadb1d0b9122a07c3
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26201
dc.description	This study provides preliminary insight into teachers’ perspectives on ways that the Project Approach can help to support instruction of learners with a range of strengths and needs, and learners from a variety of cultural, economic, and linguistic backgrounds. Pre- and post-training interviews were conducted with seven preschool teachers who attended professional development sessions on the Project Approach. Interview questions focused on teachers’ perceptions of the impact of implementing the Project Approach on their ability to meet the learning needs of diverse learners. Teachers’ perceptions of factors that facilitated implementation of the Project Approach were studied. Themes related to four factors emerged from the teachers’ comments: (1) Participation and learning of diverse learners was facilitated. (2) Positive effects were noted for children’s social and academic learning, which teachers attributed to improved motivation. (3) The availability of “real objects” and materials in the classroom was beneficial. (4) Positive effects resulted from including children in planning. These findings support research addressing the benefits of including children with a range of abilities in school settings and the benefits of child-initiated learning for all children. Optimal strategies for the provision of professional development in the Project Approach are explored, and recommendations for further research are suggested.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v11n1/ostrosky.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 11, Iss 1 (2009)
dc.subject	Early Childhood Education
dc.subject	Project Approach
dc.subject	Children with Special Needs
dc.subject	Inclusion
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners
dc.type	article