Researching your own teaching practices is fascinating and rewarding. Who better than you to think about what and why you are doing something in your everyday practice?
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
Frances Rust uses American philosopher John Dewey’s idea of “soul-life” to frame her review of several teacher research studies published in Voices of Practitioners.
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
The four authors describe and reflect on a cross-cultural and international exchange of data about inquiry-based teaching and learning between preschool-age children’s science engagement in the West Bank and in San Francisco.
Authored by
Authored by:
Isauro M. Escamilla, Buad Khales, Daniel R. Meier, Martha Melgoza
Read the Fall 2017 issue of Voices of Practitioners. Articles include: "The Command Center Project: Resolving My Tensions with Emergent Curriculum" and more.
As an early childhood educator, I have thought of myself as an emergent teacher who follows my students’ lead and supports their explorations. The children's interest in building a command center challenged me to follow their lead.
In her article, Ardalan explains how, by using documentation to listen closely to children, she facilitates a long-term project that expands their literacy skills and their ability to discuss, debate, and think critically.
The most powerful learning I have gleaned from my work with the project approach is that when children learn to inquire, they are learning how to learn. They are empowered to ask questions and seek answers.
As a master’s student reflecting on my elementary school education, I realized that the academic knowledge that I gained each year seemed to have been related to the social and emotional feel of the classroom.
