dc.creator |
Janna Dresden |
|
dc.creator |
Kyunghwa Lee |
|
dc.date |
2007-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-08-12T11:19:17Z |
|
dc.date.available |
2015-08-12T11:19:17Z |
|
dc.identifier |
1524-5039 |
|
dc.identifier |
https://doaj.org/article/98a626b5b18d4d9d9dc2d654cdc0e478 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/27487 |
|
dc.description |
This article discusses how a brief project-based unit promoted the learning of children in a first-grade classroom. The children attended a public elementary school located in a southeastern university town in the United States. Approximately 94% of the students in the school were from economically disadvantaged families. No children in this classroom were Caucasian, and most of them came from single-parent households. We compared the children's learning and performance in a teacher-directed science unit on animals versus a project-based unit on chicks. Results revealed that more state-mandated objectives were covered during the project-based unit than during the teacher-directed unit and that children had "more to say" by using more words and expressing more specific and accurate ideas after the project-based instruction. The project also provided more enriched learning opportunities than the traditional teacher-directed unit. Implications for early childhood teacher education are included. |
|
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/v9n1/dresden.html |
|
dc.relation |
https://doaj.org/toc/1524-5039 |
|
dc.source |
Early Childhood Research & Practice, Vol 9, Iss 1 (2007) |
|
dc.subject |
Early Childhood Education |
|
dc.subject |
Project Approach |
|
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 |
The Effects of Project Work in a First-Grade Classroom: A Little Goes a Long Way |
|
dc.type |
article |
|