Linda R Kroll - Academia.edu (original) (raw)
Papers by Linda R Kroll
The Sixth International …, 2006
A self-study community encourages the sharing of experiences and new insights, both positive and ... more A self-study community encourages the sharing of experiences and new insights, both positive and negative. The building of knowledge develops through dialogue in a personal-constructivist-collaborative approach (Beck, Freese, & Kosnik, 2004). Loughran and Northfield (1998) note that the individual perspective may be a significant paradox in self-study terminology. The term, self-study, suggests that the individual is the focus of the study, yet self-study is a collective task (Elijah, 2004; Ham & Kane, 2004). Samaras & Freese (2006) write of this paradox of self-study as both personal and interpersonal. It is as if the community leads (Vygotsky, 1978) or completes (Newman & Holzman, 1993) development. Collaboration does not mean harmony. Interactions may cause the individual to question his/her position or those of others as they develop new understandings. Beyond the cognitive level, self-study scholars have the emotional support of self-study colleagues who are invested in improving learning and teaching through selfstudy. Kosnik, Beck, and Freese (2004) state that an inclusive and equitable self-study community fosters personal and professional growth which impacts program development. LaBoskey (2004) affirms the need for a supportive and interactive community in the knowledge building process. This paper addresses the impact of our collaborative experiences in the self-study community. We discuss how it has supported and influenced our personal and professional thinking as well as our work in our home institutions. CONTEXT We have witnessed the influence and significance of selfstudy for enhancing teachers' professional development and lifelong learning in the preservice and inservice teacher education programs we directed (e.g.
... Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer... more ... Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer: Cover Designer: Diane McDaniel Margo Beth Crouppen Melanie ... Kroll and Tomás Galguera 2. Learning to Negotiate the Moral Terrain of Teaching 17 Anna Ershler Richert 3. Preparing ...
Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, c... more Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, classroom management, philosophy, and a devotion to an inquiry stance toward practice. This chapter demonstrates how documentation of practice is used to support both students and teachers. Student teachers can learn to use documentation to identify questions, investigate children’s learning as well as their own, and connect this learning to the accountability measures in place. These practices enable them to regard teaching as a learning profession.
Reconsidering The Role of Play in Early Childhood
ABSTRACT This case study examines the development of self-regulation, socially, cognitively and e... more ABSTRACT This case study examines the development of self-regulation, socially, cognitively and emotionally, through the use of play in the curriculum in five preschool classrooms for children ages 2–5 years old at a university laboratory school. Five teachers were interviewed about their deliberate use of play to support the development of self-regulation in their students, and subsequently, each classroom was observed for a total of 2 hours over a period of 2 months. Data included interview transcripts, observational notes and photographs and videos of the classrooms and children’s play. Findings showed that the teachers regarded play as central to their curriculum and to the development of self-regulation in their students. Observations demonstrate strong interaction between the curriculum, environment, routines and the development of self-regulation. Supporting the development of self-regulatory capacities is a social justice and equity issue most effectively addressed through the inclusion of play in the early childhood curriculum.
Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, c... more Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, classroom management, philosophy, and a devotion to an inquiry stance toward practice. This chapter demonstrates how documentation of practice is used to support both students and teachers. Student teachers can learn to use documentation to identify questions, investigate children’s learning as well as their own, and connect this learning to the accountability measures in place. These practices enable them to regard teaching as a learning profession.
A longitudinal study investigated the development of children's writing over a 5-year period ... more A longitudinal study investigated the development of children's writing over a 5-year period by examining how children use physical and symbolic representation systems that they have constructed to express meaning, how the meaning they intend is related to the social context and func'cdon of written language, and how this constructive process of literacy development is related to more general cognitive development. The study also demonstrates how the principles and methods of developmental psychology, including the method of critical exploration, can be used to research and understand how children's concepts of writing change. Participants in the study were four children from an entering kindergarten class (the study was completed in their fifth year of school) in a small, urban non-sectarian private school. Weekly classroom observations and interviews were made, and all journal writing over the entire 5 years plus most of ',:he folder writing for the last 2 or 3 yea...
This longitudinal study examined the development of the semantic "strand" (the relation... more This longitudinal study examined the development of the semantic "strand" (the relationship between drawing and writing, differentiation of literary genres, influence of literature, coherence, and part-whole coordination) of children's writing development over a 5-year period. Subjects, eight girls and nine boys enrclled in a small, urban, nonsectarian, private school, were observed and interviewed during their normal writing periods from kindergarten through the third or fourth grade. Although the subjects' six different teachers used different writing programs (which ranged from the whole language approach to a much more directive approach), all teachers encouraged invented spelling in the first 3 years and provided frequent opportunities for keiting. Results indicated that (1) children struggle with the same aspects of making meaning in the writing process in many different ways; and (2) each child's developmental pace is individual. Findings suggest that in...
The notion of school-university collaboration is not new in United States education. As early as ... more The notion of school-university collaboration is not new in United States education. As early as the late 19th century, members of the two educational communities worked together for the good of edu cating American youth (Clark, 1988; Wesley, 1957). During the past century, however, separation be tween institutions of higher learning and the public schools has been the norm. Schools and universities continue to share the responsibilities of preparing new teachers to enter teaching, but in large part they do so separately. Institutions of higher learning have been responsible for educating prospective teachers in theory and methodology, while the public school classroom has served as a place for modeling teach ing strategies and as a practice ground for prospec tive teachers to try out teaching. Although the student teacher may be supervised by a college faculty mem ber, as well as by the master teacher in classroom, the
Early Child Development and Care
Documentation and Inquiry in the Early Childhood Classroom
This longitudinal study examined the development of the semantic "strand" (the relationship betwe... more This longitudinal study examined the development of the semantic "strand" (the relationship between drawing and writing, differentiation of literary genres, influence of literature, coherence, and part-whole coordination) of children's writing development over a 5-year period. Subjects, eight girls and nine boys enrclled in a small, urban, nonsectarian, private school, were observed and interviewed during their normal writing periods from kindergarten through the third or fourth grade. Although the subjects' six different teachers used different writing programs (which ranged from the whole language approach to a much more directive approach), all teachers encouraged invented spelling in the first 3 years and provided frequent opportunities for keiting. Results indicated that (1) children struggle with the same aspects of making meaning in the writing process in many different ways; and (2) each child's developmental pace is individual. Findings suggest that individual differences can be understood within the whole continuum of w:itinc development, allowing for more effective instruction for individual children. (One table of data and 12 figures presenting students' writing are included; 22 references are attached.) (RS) 1-1111t***TzlassQv*e******rvitrravvit*slt3*Ta57v57q*s4m11*A9Ts:raos4srats/avicstefrvzoinsziErItsta Reproductions supplied by EDRS are the best that can be made from the original document.
The Sixth International …, 2006
A self-study community encourages the sharing of experiences and new insights, both positive and ... more A self-study community encourages the sharing of experiences and new insights, both positive and negative. The building of knowledge develops through dialogue in a personal-constructivist-collaborative approach (Beck, Freese, & Kosnik, 2004). Loughran and Northfield (1998) note that the individual perspective may be a significant paradox in self-study terminology. The term, self-study, suggests that the individual is the focus of the study, yet self-study is a collective task (Elijah, 2004; Ham & Kane, 2004). Samaras & Freese (2006) write of this paradox of self-study as both personal and interpersonal. It is as if the community leads (Vygotsky, 1978) or completes (Newman & Holzman, 1993) development. Collaboration does not mean harmony. Interactions may cause the individual to question his/her position or those of others as they develop new understandings. Beyond the cognitive level, self-study scholars have the emotional support of self-study colleagues who are invested in improving learning and teaching through selfstudy. Kosnik, Beck, and Freese (2004) state that an inclusive and equitable self-study community fosters personal and professional growth which impacts program development. LaBoskey (2004) affirms the need for a supportive and interactive community in the knowledge building process. This paper addresses the impact of our collaborative experiences in the self-study community. We discuss how it has supported and influenced our personal and professional thinking as well as our work in our home institutions. CONTEXT We have witnessed the influence and significance of selfstudy for enhancing teachers' professional development and lifelong learning in the preservice and inservice teacher education programs we directed (e.g.
... Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer... more ... Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer: Cover Designer: Diane McDaniel Margo Beth Crouppen Melanie ... Kroll and Tomás Galguera 2. Learning to Negotiate the Moral Terrain of Teaching 17 Anna Ershler Richert 3. Preparing ...
Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, c... more Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, classroom management, philosophy, and a devotion to an inquiry stance toward practice. This chapter demonstrates how documentation of practice is used to support both students and teachers. Student teachers can learn to use documentation to identify questions, investigate children’s learning as well as their own, and connect this learning to the accountability measures in place. These practices enable them to regard teaching as a learning profession.
Reconsidering The Role of Play in Early Childhood
ABSTRACT This case study examines the development of self-regulation, socially, cognitively and e... more ABSTRACT This case study examines the development of self-regulation, socially, cognitively and emotionally, through the use of play in the curriculum in five preschool classrooms for children ages 2–5 years old at a university laboratory school. Five teachers were interviewed about their deliberate use of play to support the development of self-regulation in their students, and subsequently, each classroom was observed for a total of 2 hours over a period of 2 months. Data included interview transcripts, observational notes and photographs and videos of the classrooms and children’s play. Findings showed that the teachers regarded play as central to their curriculum and to the development of self-regulation in their students. Observations demonstrate strong interaction between the curriculum, environment, routines and the development of self-regulation. Supporting the development of self-regulatory capacities is a social justice and equity issue most effectively addressed through the inclusion of play in the early childhood curriculum.
Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, c... more Learning to teach requires constant construction and reconstruction of one’s teaching, lessons, classroom management, philosophy, and a devotion to an inquiry stance toward practice. This chapter demonstrates how documentation of practice is used to support both students and teachers. Student teachers can learn to use documentation to identify questions, investigate children’s learning as well as their own, and connect this learning to the accountability measures in place. These practices enable them to regard teaching as a learning profession.
A longitudinal study investigated the development of children's writing over a 5-year period ... more A longitudinal study investigated the development of children's writing over a 5-year period by examining how children use physical and symbolic representation systems that they have constructed to express meaning, how the meaning they intend is related to the social context and func'cdon of written language, and how this constructive process of literacy development is related to more general cognitive development. The study also demonstrates how the principles and methods of developmental psychology, including the method of critical exploration, can be used to research and understand how children's concepts of writing change. Participants in the study were four children from an entering kindergarten class (the study was completed in their fifth year of school) in a small, urban non-sectarian private school. Weekly classroom observations and interviews were made, and all journal writing over the entire 5 years plus most of ',:he folder writing for the last 2 or 3 yea...
This longitudinal study examined the development of the semantic "strand" (the relation... more This longitudinal study examined the development of the semantic "strand" (the relationship between drawing and writing, differentiation of literary genres, influence of literature, coherence, and part-whole coordination) of children's writing development over a 5-year period. Subjects, eight girls and nine boys enrclled in a small, urban, nonsectarian, private school, were observed and interviewed during their normal writing periods from kindergarten through the third or fourth grade. Although the subjects' six different teachers used different writing programs (which ranged from the whole language approach to a much more directive approach), all teachers encouraged invented spelling in the first 3 years and provided frequent opportunities for keiting. Results indicated that (1) children struggle with the same aspects of making meaning in the writing process in many different ways; and (2) each child's developmental pace is individual. Findings suggest that in...
The notion of school-university collaboration is not new in United States education. As early as ... more The notion of school-university collaboration is not new in United States education. As early as the late 19th century, members of the two educational communities worked together for the good of edu cating American youth (Clark, 1988; Wesley, 1957). During the past century, however, separation be tween institutions of higher learning and the public schools has been the norm. Schools and universities continue to share the responsibilities of preparing new teachers to enter teaching, but in large part they do so separately. Institutions of higher learning have been responsible for educating prospective teachers in theory and methodology, while the public school classroom has served as a place for modeling teach ing strategies and as a practice ground for prospec tive teachers to try out teaching. Although the student teacher may be supervised by a college faculty mem ber, as well as by the master teacher in classroom, the
Early Child Development and Care
Documentation and Inquiry in the Early Childhood Classroom
This longitudinal study examined the development of the semantic "strand" (the relationship betwe... more This longitudinal study examined the development of the semantic "strand" (the relationship between drawing and writing, differentiation of literary genres, influence of literature, coherence, and part-whole coordination) of children's writing development over a 5-year period. Subjects, eight girls and nine boys enrclled in a small, urban, nonsectarian, private school, were observed and interviewed during their normal writing periods from kindergarten through the third or fourth grade. Although the subjects' six different teachers used different writing programs (which ranged from the whole language approach to a much more directive approach), all teachers encouraged invented spelling in the first 3 years and provided frequent opportunities for keiting. Results indicated that (1) children struggle with the same aspects of making meaning in the writing process in many different ways; and (2) each child's developmental pace is individual. Findings suggest that individual differences can be understood within the whole continuum of w:itinc development, allowing for more effective instruction for individual children. (One table of data and 12 figures presenting students' writing are included; 22 references are attached.) (RS) 1-1111t***TzlassQv*e******rvitrravvit*slt3*Ta57v57q*s4m11*A9Ts:raos4srats/avicstefrvzoinsziErItsta Reproductions supplied by EDRS are the best that can be made from the original document.