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ERIC Number: ED420405
Record Type: Non-Journal
Publication Date: 1997
Pages: 167
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-340-67375-3
Effective Early Learning: Case Studies in Improvement. 0 to Eight Years Series.
Pascal, Christine; Bertram, Tony
This book presents nine case studies describing the experiences of practitioners involved in the first, developmental phase of the Effective Early Learning Research Project, providing a topical discussion of criteria and methodologies for evaluating and improving the quality of learning in a variety of early years settings in the United Kingdom. Each case study is accompanied by a set of questions posed by the editors which highlight the important features of the process and suggest ways in which early years workers can examine and reflect on their own practice. Intended for early childhood practitioners, the book provides first-hand accounts of the benefits to programs and the impact of collaborative partnerships between practitioners and researchers on program quality. Following an introduction describing the theoretical and philosophical underpinnings of the research, the case studies focus on the implementation of a process of externally validated self-evaluation, which leads directly to action planning and improvement. The sites for the case studies are as follows: (1) local education authority nursery school; (2) family center; (3) private day nursery; (4) preschool playgroup; (5) social services day nursery; (6) nursery class within a primary school; (7) private day nursery; (8) workplace nursery; and (9) primary school reception class. The book's final chapter examines issues which need to be considered by practitioners involved in a process of validated self-evaluation and improvement. Contains 95 references. (KB)
Bookpoint Distribution Ltd., 39, Milton Park, Abingdon, Oxon OX14 4TD, England, United Kingdom; e-mail: (9.99 British Pounds Sterling).
Publication Type: Books; Guides - Non-Classroom; Reports - Research
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom