Peer reviewedERIC Number: EJ518564
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0312-5033
EISSN: N/A
Vertical Integration: Teachers' Knowledge and Teachers' Voice.
Corrie, L.
Australian Journal of Early Childhood, v20 n3 p1-5 Sep 1995
Traces the theoretical basis for vertical integration in early school years. Contrasts transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of student control. Suggests that early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and act as advocates for their profession. (AA)
Descriptors: Classroom Techniques, Curriculum Development, Developmentally Appropriate Practices, Educational Improvement, Educational Innovation, Educational Philosophy, Educational Quality, Foreign Countries, Goal Orientation, Holistic Approach, Mixed Age Grouping, Nongraded Instructional Grouping, Primary Education, Teacher Attitudes, Teacher Education, Teacher Role, Teaching Methods
Publication Type: Opinion Papers; Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
