Search results for: Photography
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The book Graphic texts - Literacy enhancing tools in early childhood presents the potential contribution of non-verbal graphic texts to the development of children's literacy skills in the broad sense. The book deals with five types of graphic texts: drawings, photographs, icons, maps and calendars. Each one of these is described in terms of its characteristic features and contexts of use, followed by a review of current findings concerning the development of children's comprehension and production of the text. Finally, a comprehensive account of the possible contributions of each text to children's cognitive and social development is provided, complemented by a multitude of practical examples of relevant educational activities, children's productions and research ideas.
Updated: Jun. 07, 2015
This article describes the research method of visual juxtaposition. It explains that visual juxtaposition is inquiry through contrast, facilitated by side-by-side positioning of two images, or images and text. When combined with a theoretical foundation that explores interactions between the material and discursive elements of visual data, juxtaposition creates opportunities for qualitative analysis that are not as readily apparent when individual images are considered.
Updated: Apr. 30, 2015
This article describes the students’ experiences and the author's practice around one major course assignment, The Neighborhood Alphabet Book, developed to effectively demonstrate course objectives. This project began as a way for me to create opportunities for teachers to learn from experience-based lessons as the author continued to investigate the potential of photography for education.
Updated: Oct. 28, 2013
The goal of this action research project was to increase the local educational system’s capacity to teach to greater student diversity across all grades through the use of Photovoice and co-teaching. Faculty and doctoral students from multiple programs in the School of Education, along with field supervisors, student-teachers and cooperating teachers, participated in an action research project to develop innovative strategies for integrating teacher preparation programs. Results indicated that collaboration benefits the student-teachers and the pupils they will teach.
Updated: Mar. 24, 2013
Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.
Updated: Jun. 20, 2012
Preservice Teachers' Perceptions of Pedagogic Documentation Techniques in Early Childhood Teacher Preparation
The current research examines the perceptions of early childhood preservice teachers in relation to earning the techniques of pedagogic documentation with young children. The participants were preservice teachers who were enrolled in an upper division course in an early childhood teacher preparation program at a major University in the southern United States.
Updated: Apr. 18, 2012
The current article addresses the use of video in classroom research. In failing to interfere with the everyday banality of the normal child, research colludes with the production of exclusion, disadvantage and a stunted set of possible futures for children. Written by four ethnographers of early childhood who have themselves (mis)used video cameras in classrooms, the article describes an experimental video film that attempts to intervene in the repetitious production of the banal.
Updated: Mar. 01, 2011
Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers
This study situated in a Southern resegregated Black middle school. It involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices?
Updated: Jun. 15, 2009