%0 Journal Article
%T Teachers¡¯ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners
%A Sallee Beneke
%A Michaelene M. Ostrosky
%J Early Childhood Research & Practice
%D 2009
%I University of Illinois at Urbana-Champaign
%X This study provides preliminary insight into teachers¡¯ perspectives on ways that the Project Approach can help to support instruction of learners with a range of strengths and needs, and learners from a variety of cultural, economic, and linguistic backgrounds. Pre- and post-training interviews were conducted with seven preschool teachers who attended professional development sessions on the Project Approach. Interview questions focused on teachers¡¯ perceptions of the impact of implementing the Project Approach on their ability to meet the learning needs of diverse learners. Teachers¡¯ perceptions of factors that facilitated implementation of the Project Approach were studied. Themes related to four factors emerged from the teachers¡¯ comments: (1) Participation and learning of diverse learners was facilitated. (2) Positive effects were noted for children¡¯s social and academic learning, which teachers attributed to improved motivation. (3) The availability of ¡°real objects¡± and materials in the classroom was beneficial. (4) Positive effects resulted from including children in planning. These findings support research addressing the benefits of including children with a range of abilities in school settings and the benefits of child-initiated learning for all children. Optimal strategies for the provision of professional development in the Project Approach are explored, and recommendations for further research are suggested.
%K Early Childhood Education
%K Project Approach
%K Children with Special Needs
%K Inclusion
%U http://ecrp.uiuc.edu/v11n1/ostrosky.html