This chapter describes how a college of education sponsored child development laboratory school responded to P-12 school reform movement efforts, particularly related to the establishment of professional development schools for the preparation of teachers. In its efforts to create a diverse learning community where all constituents (teachers, preservice teachers, and parents) are engaged in collaborative inquiry, the school sought inspiration from other sources, most notably the Reggio Emilia approach to early childhood education. In both the professional development school standards and the principles of the Reggio Emilia approach, emphasis is given to learning to teach within practice, teachers as researchers, making teaching and learning visible and egalitarian roles in carrying out the work of the school.
Bersani, C. and Hutchins, P. (2003), "RECONCEPTUALIZING THE CHILD DEVELOPMENT LABORATORY SCHOOL", 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. 113-139. https://doi.org/10.1016/S0270-4021(03)12005-8Download as .RIS
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