Reggio‐inspired professional development in a diverse urban public school: cases of what is possible

Lyon, Susan; Donahue, David M.

doi:10.1080/13664530902860499

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…An obvious difference between how Reggio Emilia educators interacted in collaboration with students compared to how traditional educators typically interacted with students in a teacher-directed manner (Schneider et al, 2014). The approach Reggio Emilia educators use with their students includes respecting students theories, viewing children as capable, involving students in developing curriculum, creating classroom environments to support learning, and making learning visible through documentation (Lyon & Donahue, 2009). Emilia programs, that gave educators opportunities to discuss difficult topics and examined their own teaching practices.…”

Section: Educator As Researcher and Progettazionementioning

confidence: 99%

Parental choice and perceived benefits of Reggio Emilia inspired programs

Harris

2019

Early Child Development and Care

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Section: Educator As Researcher and Progettazionementioning

confidence: 99%

Parental choice and perceived benefits of Reggio Emilia inspired programs

Harris

2019

Early Child Development and Care

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“…Several studies point to empirical benefits of Reggio-based assessment practices (e.g., Buldu, 2010;Giamminuti, 2011;Goldhaber & Smith, 1997;Fawcett & Hay, 2004;Katz & Galbraith, 2006;Lyon & Donahue, 2009;Moran et al, 2007). Goldhaber and Smith (1997) examined the perspectives of three teachers working in a university-affiliated childcare center in Vermont who incorporated pedagogical documentation into their practice.…”

Section: Assessment In Reggio Emiliamentioning

confidence: 99%

“…These studies suggest that documentation stimulates reflection about what teachers have learned about the children in their communities (Goldhaber, 2007;Parnell, 2011) and efforts to refine their own practices for supporting learning more effectively (Fawcett & Hay, 2004). Documentation has also been linked to the concept of "teacher as researcher," as teachers begin seeing documentation as a process of making meaning with children and increasing their abilities to observe, listen, and collaborate with children, parents, and their peers to better understanding child development and pedagogy (Lyon & Donahue, 2009).…”

Section: Assessment In Reggio Emiliamentioning

confidence: 99%

Perspectives on Kindergarten Assessment: Toward a Common Understanding

DeLuca

Pyle

Roy

et al. 2019

Teachers College Record: The Voice of Scholarship in Education

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Context The standards-based movement in U.S. public education has reached as far as kindergarten. Early primary teachers are increasingly required to teach academic standards in core subject areas, while engaging in increased levels of student assessment. In kindergarten, this growing emphasis on academic standards and student assessment is expected to operate alongside longstanding social and personal developmental expectations. However, recent research has identified a significant tension as teachers endeavor to negotiate a balance between traditional developmental programming and new standards-based academic curricula. Purpose The purpose of this scoping review is to synthesize research related to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori—to develop a common understanding of key tenets for kindergarten assessment that can inform policy and practice in public education contexts. Research Design A scoping review methodology was used to analyze research on assessment practices native to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori. This methodology followed a five-stage framework: (a) identifying the research question, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) summarizing and reporting the results. Guiding the collection of articles was the following research question: “What does the extant literature on practices native to the three focal kindergarten traditions tell us about the assessment of kindergarten (4–6-year-olds) students’ learning?” In total, 80 texts satisfied the inclusion criteria across all traditions and were included in this study. Conclusions Empirical and non-empirical literature pertaining to each tradition were analyzed and considered in relation to their potential contribution to public education. In comparing across traditions, differences were evident based on their (a) assessment discourses and purposes, (b) reference systems, (c) assessment methods, and (d) uses of assessment information. However, the three traditions also maintained key commonalities leading to the identification of core tenets for kindergarten assessment. Specifically, three core priorities for kindergarten assessment were identified: (a) a commitment to child-centered and developmentally appropriate teaching, (b) a continuous embedded formative assessment approach, and (c) the use of multiple methods for gaining assessment information. In addition to core priority areas, results from this study suggest consistent processes that facilitate assessment practices at the kindergarten level. These four iterative processes are: (a) participation in teaching and learning, (b) reconstruction of teaching and learning, (c) engagement in assessment dialogues, and (d) integration of feedback for enhanced teaching and learning.

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A review of research of the Reggio Inspired approach: an integrative re-framing

Emerson

Linder

2019

Early Years

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Reggio‐inspired professional development in a diverse urban public school: cases of what is possible

Cited by 3 publications

References 12 publications

Parental choice and perceived benefits of Reggio Emilia inspired programs

Parental choice and perceived benefits of Reggio Emilia inspired programs

Perspectives on Kindergarten Assessment: Toward a Common Understanding

A review of research of the Reggio Inspired approach: an integrative re-framing

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