This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive self-study, the results of which indicated several forms of discontinuity. The program was restructured through initiating structural changes and articulating missions congruent with those of traditional laboratory schools. Actions specific to educating and training students, conducting scientific inquiry and research, and implementing best practice and educational innovation also were taken in order to address the new missions and achieve higher levels of continuity. Throughout the chapter the difficulty and necessity of linking theory and research with practice and innovation are highlighted.
Clawson, M. (2003), "THE DILEMMA OF LINKING THEORY AND RESEARCH WITH PRACTICE AND INNOVATION IN CHILD DEVELOPMENT LABORATORY PROGRAMS", Mcbride, B. (Ed.) Bridging the Gap Between Theory, Research and Practice: The Role of... (Advances in Early Education and Day Care, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. 51-87. https://doi.org/10.1016/S0270-4021(03)12003-4Download as .RIS
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