Lisa M. O’Brien, Jeanne R. Paratore, Alejandra Salinas, Sarah Blodgett
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Using connected teaching and learning to deepen children’s interdisciplinary learning
This qualitative study examined the interplay between teacher facilitation, children’s uptake of vocabulary and reasoning strategies, and the roles children assumed as learners as they experienced instruction grounded in Connected Teaching and Learning ([CTL] an interdisciplinary instructional framework that leverages key practices from culturally responsive pedagogies and meaningful use of multimodal text sets. Analyses suggest (1) students assumed more active roles in their learning as they “enacted” the work of scientists and (2) varied teacher facilitation practices and children’s vocabulary and reasoning uptake were key factors in children’s shift to more active roles. Although findings suggest CTL is a promising instructional framework, findings also underscore the significance of how teachers act on the instructional framework.
期刊介绍:
The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.