Browsing by Author "Hill, Lynn T."
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- Carve That Opossum and Plucky, Ducky Underwear: A Narrative Inquiry of Laughter in a Preschool ClassroomSmidl, Sarah Lynn (Virginia Tech, 2003-05-06)This thesis is a narrative inquiry of laughter in a University Lab School preschool classroom that describes the many situations in which children laugh as well as laughter's importance for the children, for me, and for all of us as a whole within the context of our classroom. To date, there is a paucity of research on children's laughter, especially in young children. The majority of research that has been conducted has been quantitative in nature, with few attempts to comprehensively describe the many situations in which laughter occurs. For my study, I felt it crucial to look at, document, and describe preschoolers' laughter, taking into consideration the many facets of their school day including free play, story time, playground time, and snack time. My sample included all of my 14 preschoolers, who ranged in age from 3 years to 4 years, 4 months at the outset of the study. I also deemed it important to look at what these laughter-producing situations meant to me and the children in my classroom, including what deeper worth laughter for all of us, how we used it in the classroom, and how it helped me to grow both personally and professionally through my research.
- Children Teaching and Learning in Peer Collaborative InteractionsAschermann, Jennifer Leigh (Virginia Tech, 2001-04-18)This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.
- The Cultivation of a Teacher in a Classroom CommunityMottley, Melinda (Virginia Tech, 2003-05-02)The purpose of this study was to examine the dilemmas and tensions the researcher encountered as a teachers in a university-based lab school. Specifically, she examined the tensions within the context of the seemingly contradictory role expectations that were required of her as a student who was also a teacher. This autobiographical form of self study was based on the principles of action research, of linking theory and practice through a cyclical process of action and reflection. The findings were reported in a narrative form and describe the process of how one woman came to know and understand herself as a teacher and an individual through her life inside and outside of the classroom.
- The Life of a Website: An Inquiry into Parent-Teacher CommunicationPrimavera, Angela Helene (Virginia Tech, 2002-04-22)The purpose of this study was to document and examine the use of technology to facilitate communication among the three protagonists of learning — parents, teachers, and children in an early childhood education classroom. Specifically, the process of the co-construction of a website, by parents and teachers and subsequent use of the website for information exchange and parent involvement was documented and examined by the researcher using ethnographic methodologies. The study provides a description of the process of co-constructing the website. Through this description, the researcher came to better understanding of developing a website, parent-teacher communication, children and their learning, and herself as a teacher-researcher. The study includes examples of the website pages as well as recommendations and implications for future use of a classroom website.
- Mentoring partnerships in early childhood education: three case studiesHill, Lynn T. (Virginia Tech, 1994-04-05)This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested.
- Multiple Intelligences and how Children Learn: An Investigation in one Preschool ClassroomMehta, Sonia R. (Virginia Tech, 2002-04-15)The purpose of this study was to gain understanding of how children learn when they are engaged in child initiated, teacher guided activities. Specifically, children's learning processes were documented and interpreted based on how they use their multiple intelligences. Multiple Intelligences refers to Howard Gardner's model of multiple intelligences and his view of how children have many cognitive strengths. Ethnographic methodologies were used to observe, document, and interpret children's behaviors and interactions in the classroom. Seven children were chosen to be focused on for this study out of 15 participants in one preschool classroom at a university Child Development Laboratory setting. The researcher has been the head teacher for these 7 children for two years, which allowed the researcher to gain a better understanding of children's different intelligences and different ways of learning. After collecting and analyzing the data, the researcher found that the children's propensities for learning remained fairly consistent over the course of two years. It became evident that the role of the teacher is very important, as the teacher must be an intimate observer and listener of the children. Teachers and educators should be in constant communication with parents and each other about the child's growth and development and tendencies for learning. By providing children with learning opportunities for the child to use their cognitive strengths, teachers are motivating children and encouraging them to learn. If children see that they can succeed, they may continuously have the motivation to learn.
- A Narrative Inquiry of Parent Understanding of School Culture: One School's StoryMosher, Kathryn Teresa (Virginia Tech, 2004-04-26)The purpose of this study was to conduct a qualitative inquiry into how parents at the Virginia Tech Child Development Laboratory School in Blacksburg, VA define and attempt to understand their school culture. This study was guided by the following points of inquiry: 1) to understand the ways the parents articulate their conceptualization of the lab school culture, 2) to examine how parents negotiate change in the school, 3) to identify any social, political, and/or historical factors that caused this transformation, and 4) to inform best practice in the school. Participant observation, interviews, a reflective journal, and thematic analysis were used to gain a deeper understanding of this topic. Particular attention focused on social, political, and historical factors that influenced parent understanding of the school culture. Analysis of the interviews conducted with 11 parents who currently have children enrolled in the school and entries from my personal research journal reveal the need for dialogue and careful listening of parents thoughts, beliefs, values, and goals related to the lab school in order to achieve a sense of shared understanding (Bruner, 1990) and intersubjectivity (Vygotsky, 1978) around this notion of our school culture. Suggestions for building a shared culture for learning and teaching involving all the protagonists-- children, parents, teachers, staff -- are discussed. Implications for future research on understanding school cultures are presented for consideration.
- Portraits of Laughter in "Kid"ergarten Children: The Giggles and Guffaws That Support Teaching, Learning, and RelationshipsSmidl, Sarah Lynn (Virginia Tech, 2006-04-18)The purpose of this qualitative study was to focus on the laughter-provoking events and situations that supported the teaching, learning, and relationships of 13 kindergarten children, one teacher, and one researcher in a public school classroom in Southwestern Virginia. This study drew on principles from portraiture, ethnography, and case studies, and primarily utilized observation, fieldnotes, informal interviews, and audiotape to document daily events and conversations. Discussion of the importance of laughter for these children, teacher, and researcher begins with three short case study portraits on different children, including how their varying personalities and interests prompted me to use laughter with them in varying ways. Next, the importance and meanings of laughter in the group is given focus, specifically the daily morning group where the entire class came together at once with the classroom teacher. Next, four themes that surfaced early in my research that were filled with laughter are portrayed, primarily how they demonstrated continuity throughout the semester. Then, the stimuli in the daily curriculum or discourse that were laughable are described, with specific focus on how laughter can be important to, or help facilitate learning. Last, I will summarize my findings to discuss the practical applications of laughter and humor for the teacher.
- TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and PersonalitiesHill, Lynn T. (Virginia Tech, 1999-10-13)The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers. This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers. Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated. Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed.