Challenging educational assumptions: lessons from an Italian-American collaboration

Cambridge Journal of Education

Volumn 30, Issue 1, 2000, Pages 57-74

  Krechevsky, Mara ^a   Stork, Janet ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84988845818     PISSN: 0305764X     EISSN: 14693577     Source Type: Journal    
DOI: 10.1080/03057640050005771     Document Type: Article

References (52)

1. BARR, M., ELLIS, S., HESTER, H., and THOMAS, A., 1988. The Primary Language Record, London: Inner London Education Authority/Center for Language in Primary Education.
2. BERGER, R., 1996. A Culture of Quality: a re¯ ection on practice, Providence, RI: Annenberg Institute for School Reform.
3. BLYTHE, T., and ASSOCIATES. 1998. The Teaching for Understanding Guide, San Francisco, CA: Jossey-Bass.
4. BREDEKAMP, S., and ROSEG RANT, T., eds. 1993. Researching Potentials: appropriate curriculum and assessm ent for young children, Vol. 1, Washington, DC: NAEYC.
5. BROWN, A., and CAMPIONE, J., 1990. Communities of learning and thinking, or a context by any other name. Contributions to Human Development, 21: 108–126.
6. BROWN, A., and CAMPIONE, J., 1994. “ Guided discovery in a community of learners ”. In Classroom Lessons: integrating cognitive theory and classroom practice, Edited by: MCGILLY, K., Cambridge, MA: MIT Press.
7. CADWELL, L.B., 1997. Bringing Reggio Emilia Home, New York, NY: Teachers College Press.
8. CARINI, P., 1975. Observation and Description: an alternative m ethodology for the investigation of human phenomenon, Grand Forks, SD: University of North Dakota Press.
9. CARINI, P., 1982. The School Lives of Seven Children, Grand Forks, SD: University of North Dakota Press.
10. CARINI, P., Another way of looking: views on evaluation and education. address to the Cambridge School Conference. October181987, Cambridge, MA.
11. CHEN, J.Q., KRECHEVSKY, M., and VIENS, J., 1998. Building on Children's Strengths: the experience of Project Spectrum, New York, NY: Teacher's College Press.
12. COCHRAN-SMITH, M., and LYTLE, S., eds. 1993. Inside/Outside: teacher research and knowledge, New York, NY: Teachers College Press.
13. COHEN, E., 1994a. Designing Groupwork: strategies for the heterogeneous classroom, 2nd edn, New York, NY: Teachers College Press.
14. COHEN, E., 1994b. Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64(1): 1–35.
15. COLE, M., 1979. Forward, in: U. BRONFENBRENNER, The Ecology of Human Developm ent: experiments by nature and design, Cambridge, MA: Harvard University Press.
16. DAMON, W., 1984. Peer education: the untapped potential. Journal of Applied Developmental Psychology, 5: 331–343.
17. DARLING-HAMMOND, L., 1999. The Right to Learn, San Francisco, CA: Jossey-Bass.
18. DIANA PREPRIMARY SCHOOL. 1998. Images of light, letter to Diana School parents Reggio Emilia, Italy
19. DIANA PREPRIMARY SCHOOL. 1995. “ Paesaggi dombra [Shadow landscapes: explorations of lights and shadows] ”. unpublished manuscript
20. DUCKWORTH, E., 1996. The Having of W onderful Ideas, 2nd Edn, New York, NY: Teachers College Press.
21. EDWARDS, C., GANDINI, L., and NIMMO, J., 1994. “ Promoting collaborative learning in the early childhood classroom: teachers' contrasting conceptualizations in two communities ”. In Re¯ ections on the Reggio Emilia Approach, Edited by: KATZ, L., and CESARONE, B., Urbana, IL: ERIC.
22. EDWARDS, C., GANDINI, L., and FORMAN, G., eds. 1998. The Hundred Languages of Children: the Reggio Emilia approach-- advanced re¯ ections, Greenwich, CT: Ablex.
23. FALK, B., 1999. “ Looking at students and their work: supporting diverse learners with the Primary Language Record ”. In Assessing Student Learning: from grading to understanding, Edited by: ALLEN, D., New York, NY: Teachers College Press.
24. FEATHERSTONE, H., 1999. “ Studying children: the Philadelphia teachers' learning cooperative ”. In Assessing Student Learning: from grading to understanding, Edited by: ALLEN, D., New York, NY: Teachers College Press.
25. GARDNER, H., 1983. Frames of Mind, New York, NY: Basic Books.
26. HILLS, T.W., 1993. “ Reaching potentials through appropriate assessment ”. In Researching Potentials: appropriate curriculum and assessment for young children, Edited by: BREDEKAMP, S., and ROSEGRANT, T., Vol. 1, Washington, DC: NAEYC.
27. HUBBARD, R.S., and POWER, B.M., 1999. Living the Questions: a guide for teacher-researchers, York, ME: Stenhouse.
28. JOHNSON, D.W., and JOHNSON, R.T., 1995. Learning Together and Alone: cooperative, com petitive, and individualistic learning, 4th edn, Boston, MA: Allyn & Bacon.
29. KANTOR, R., and WHALEY, K., 1998. “ Existing frameworks and new ideas from our Reggio Emilia experience: learning at a Lab School with 2- to 4-year-old children ”. In The Hundred Languages of Children: the Reggio Emilia approach-- advanced re¯ ections, Edited by: EDWARDS, C., GANDINI, L., and FORMAN, G., Greenwich, CT: Ablex.
30. KATZ, L., and CHARD, S., 1989. Engaging Children's Minds: the project approach, Norwood, NJ: Ablex.
31. KENNEDY, D.K., 1996. After Reggio Emilia: may the conversation begin!. Young Children, July: 24–27.
32. KOHN, A., 1999. The Schools our Children Deserve, Boston, MA: Houghton Mif¯ in.
33. KRECHEVSKY, M., 1998. Project Spectrum: preschool assessment handbook, New York, NY: Teacher's College, Press.
34. MALAGUZZI, L., 1993. For an education based on relationships. Young Children, November: 9–13.
35. MEISELS, S.J., JABLON, J., MARSDEN, D., DICHTELMILLER, M., DORFMAN, A., and STEELE, D., 1994. The Work Sampling System: an overview, Ann Arbor: MI, Rebus Planning Associates.
36. MUNICIPALITY OF REGGIO EMILIA. 1996. The Hundred Languages of Children Catalog, Reggio Emilia: Reggio Children.
37. NIMMO, J., 1998. “ The child in the community: constraints from the early childhood lore ”. In The Hundred Languages of Children: the Reggio Emilia approach-advanced reflections, Edited by: EDWARDS, C., GANDINI, L., and FORMAN, G., Greenwich, CT: Ablex.
38. PROJECT ZERO/REGGIO EMILIA RESEARCH TEAM. 1998. “ Making learning visible: children as individual and group learners ”. unpublished manuscript
39. RANKIN, B., 21 June 1990. “ The importance of interaction among children and of work in small groups: a conversation with Loris Malaguzzi ”. 21 June, unpublished interview, 1990
40. RINALDI, C., 1997. I Processi di Apprendimento dei Bambini tra Soggettivita e Intersoggettivita, Reggio Emilia: Centro di Documentazione e Ricerca Nidi e Scuole dell Infanzia.
41. RINALDI, C., 1998a. Ascolto Visibile, Reggio Emilia: Centro di Documentazione e Ricerca Nidi e Scuole dell Infanzia.
42. RINALDI, C., 1998b. “ Projected curriculum constructed through documentation-- Progettazione: an interview with Lella Gandini ”. In The HundredLanguages of Children: the Reggio Emilia approach-- advanced re¯ ections, Edited by: EDWARDS, C., GANDINI, L., and FORMAN, G., Greenwich, CT: Ablex.
43. SALOMON, G., ed. 1993. Distributed Cognitions: psychological and educational considerations, Cambridge, UK: Cambridge University Press.
44. SCA RDAMALIA, M., BEREITER, C., and LAMON, M., 1994. “ The CSILE project: trying to bring the classroom into World 3 ”. In Classroom Lessons: integrating cognitive theory and classroom practice, Edited by: MCGILLY, K., Cambridge, MA: MIT Press.
45. SEIDEL, S., WALTERS, J., KIRBY, E., OLFF, N., POWELL, K., SCRIPP, L., and VEENEMA, S., 1997. Portfolio Practices: thinking through the assessment of children's work, Cambridge, MA: National Education Association.
46. SLAVIN, R., 1995. Cooperative Learning: theory, research, and practice, 2nd edn, Boston, MA: Allyn & Bacon.
47. SLAVIN, R., 1996. Research for the future: research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21: 43–69.
48. STEVENSON, H.W., and STIGLER, J.W., 1992. The Learning Gap: why our schools are failing and what we can learn from Japanese and Chinese education, New York, NY: Touchstone.
49. VECCHI, V., 1996. “ Birth of two horses ”. In The Hundred Languages of Children Catalog, Edited by: MUNICIPALITY OF REGGIO EMILIA. Reggio Emilia, Italy: Reggio Children.
50. VYGOTSKY, L., 1978. M ind in Society: the development of psychological processes, Cambridge, MA: Harvard University Press.
51. WERTSCH, J., and TULV ISTE, P., 1992. L.S. Vygotsky and contemporary developmental psychology. Developm ental Psychology, 28: 548–557.
52. WOLF, D.P., 1990. “ Assessment as an episode of learning ”. In Construction Versus Choice in Cognitive Measurement: issues in constructed response, performance testing, and portfolio assessment, Edited by: BENNETT, R., and WARD, W., Hillsdale, NJ: Lawrence Erlbaum.