Researching pedagogy in English pre‐schools
Researching pedagogy in English pre‐schools
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英语学前教育学研究
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
K. Sylva
中科院分区：
文献类型：
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作者：
I. Siraj‐Blatchford;K. Sylva
本文总结并反思了两个密切相关的教育和技能部（DfES）资助的研究项目的教学法相关的调查结果：有效提供学前教育（EPPE）和研究早期有效教学法（REPEY）项目。1 EPPE研究项目是一项由教育部资助的为期五年的纵向研究，旨在跟踪约3000名儿童的进展，英格兰141所学前班的三岁以上儿童。除了收集有关儿童、其家庭及其学前中心的一系列定量数据外，EPPE多层次分析还确定了12个有效的学前教育机构（根据儿童发展结果进行选择），以进行密集、深入的定性案例研究。REPEY研究提供了一个机会，以扩大这种定性分析进一步与自然和系统的观察，访谈和焦点小组讨论，并允许增加两个接收类（选择...
This article summarizes and reflects on the findings related to pedagogy of two closely associated Department for Education and Skills (DfES) funded research projects: the Effective Provision of Pre‐school Education (EPPE) and the Researching Effective Pedagogy in the Early Years (REPEY) projects.1 The EPPE research project was a five‐year longitudinal study funded by the DfES to follow the progress of approximately 3000 children, aged three plus, in 141 pre‐schools across England. In addition to the range of quantitative data collected about children, their families and their pre‐school centres, 12 effective pre‐school settings (selection based on child developmental outcomes) were identified in the EPPE multilevel analysis for intensive, in‐depth qualitative case study. The REPEY study provided an opportunity to extend this qualitative analysis further with both naturalistic and systematic observations, interviews and focus group discussions, and allowed the addition of two reception classes (selection ...