We are so pleased to be able to offer you the 2019 compilation of Voices of Practitioners articles. This volume marks VOP’s 15th year as an online journal.
In this article, we describe those strong organizational contexts and how they empower leaders, teachers, and families to aspire to and realize higher quality practice and better outcomes for young children.
Authored by
Authored by:
Debra M. Pacchiano, Maureen R. Wagner, Holly Lewandowski
As an outdoor educator and “nature elder,” Heather Taylor tells two stories that stretched her personal views of what it means to allow children to have the freedom to make their own choices as they study nature.
A teacher conducted a pilot study to better understand how the children in her classroom were acquiring multiple languages and how to most effectively support them in the process.
The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable.
Reading Talene Artinian’s Voices of Practitioners article, “Engaging Teachers and Toddlers in Science,” as a school administrator, I am moved to encourage other school administrators to think about their roles as change agents in their settings.
This opportunity to write a commentary on the article “Reflecting across Borders” allowed me to highlight how this project that used teacher inquiry within a global frame created important questions for us to consider as educators.
Researching your own teaching practices is fascinating and rewarding. Who better than you to think about what and why you are doing something in your everyday practice?
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
We are so pleased to be able to offer you the 2018 compilation of Voices of Practitioners articles. This volume marks VOP’s 14th year as an online journal.
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
Frances Rust uses American philosopher John Dewey’s idea of “soul-life” to frame her review of several teacher research studies published in Voices of Practitioners.
