Abstract
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- Volume 18
- Issue 4
- Publication Date: Summer 2007
Transporting Pedagogy: Implementing the Project Approach in Two First-Grade Classrooms
Nancy B. Hertzog
This study describes the learning experiences of young children, the majority of whom were from low-income families, engaged in a curriculum intervention based on an early childhood gifted education program. Teachers perceived barriers to implementing the project approach as they had been taught in their professional development course. They felt constraints from their school context, as well as from their own beliefs and assumptions about their students. They did however, change their teaching practices to include more strategies commonly found in gifted programs such as brainstorming, creating surveys, and collecting data. This study examines the degree of implementation, as well as the impact of the intervention, on both teachers and students. The author discusses the relationship of the reform initiative to the identification of strengths and talents in students who are typically underserved in gifted programs.
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