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ERIC Number: EJ827227
Record Type: Journal
Publication Date: 2009-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-1090-1027
Using the Integrative Research Project Approach to Facilitate Early Childhood Teacher Planning
Nell, Marcia
Journal of Early Childhood Teacher Education, v30 n1 p79-88 Jan 2009
One way to help preservice teachers to articulate and advocate their teaching stance is by developing their knowledge, skills, and confidence in their ability to carefully, didactically, and strategically plan for instruction. The Integrative Research Project (IRP) is a planning process that enables the preservice teacher to incorporate not only developmentally appropriate practices in an authentic inquiry-based planning process but also incorporate goals, objectives, and standards for learning. The IRP begins with the development of a research question. Then brainstorming is done to generate a secondary list of questions but using different viewpoints such as those of scientists, anthropologists, sociologists, researchers, teachers, musicians, artists, athletes, or kindergarten children. Preservice teachers also use the Internet and library in order to access a broader range of content information. A visual display, such as a table, curriculum wheel, or topic web, is developed in order to visually understand the flow of the project. The IRP incorporates different content areas--reading, writing, mathematics, science, social studies, art, music, physical growth, and fieldwork. Learning goals, corresponding objectives, and standards are chosen that best express the learning that will occur during the teaching of the IRP. The preservice teachers then develop core activities that will enable the students to find answers to the questions. Motivational and culminating activities or events for the IRP are developed to enhance learning. A resource and reference are also generated and included in the final write-up that is turned in to the professor. The IRP provides the preservice teachers with the kind of long-term planning that is so necessary to become an effective teacher. This long-term planning allows the preservice teacher to understand the flow of the project and enables the preservice teacher to have the rationale and logic necessary to explain to others what is taking place in the classroom and more importantly why these experiences enable children to learn. (Contains 1 table and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001