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EDEC 5013: Research Strategies in Early Childhood Studies: Required Readings

Useful library information for EDEC 5013, Research Strategies in Early Childhood Studies

Required Readings for EDEC 5013

Dudley-Marling, Curt (2007) "Return of the Deficit," Journal of Educational Controversy: Vol. 2 : No. 1 , Article 5.

Flint, A. S., & Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254–264. https://doi.org/10.1080/00405841.2021.1911483

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3–12. http://www.jstor.org/stable/3876731

Reardon, S. F., & Galindo, C. (2009). The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades. American Educational Research Journal, 46(3), 853–891. http://www.jstor.org/stable/40284864

Carmen Huser, Sue Dockett & Bob Perry (2022) Young children’s assent and dissent in research: agency, privacy and relationships within ethical research spaces, European Early Childhood Education Research Journal, 30:1, 48-62, DOI: 10.1080/1350293X.2022.2026432

Kellett, Mary (2005). Children as active researchers: a new research paradigm for the 21st century? ESRC, UK

Yoon, H. S., & Templeton, T. N. (2019). The practice of listening to children: The challenges of hearing children out in an adult-regulated world. Harvard Educational Review, 89(1), 55-84,173.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252

Clandinin, D. J., & Husu, J. (2017). The SAGE handbook of research on teacher education. (Vols. 1-2). SAGE Publications Ltd, https://doi.org/10.4135/9781529716627, go to Chapter 10, Developing the Personal and Professional in Making a Teacher Identity

Christensen, O. T. (2019). Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity. Journal of Montessori Research, 5(2), 45–56. https://doi.org/10.17161/jomr.v5i2.8183

Mohammad Aliakbari, Rahil Darabi, On The Relationship between Efficacy of Classroom Management, Transformational Leadership Style, and Teachers’ Personality, Procedia - Social and Behavioral Sciences, Volume 93, 2013, Pages 1716- 1721, https://doi.org/10.1016/j.sbspro.2013.10.105

Strawser, Michael (2005). Creating Philosophy. Teaching Philosophy 28 (2):115-134.

Zhao, Y. Students as change partners: A proposal for educational change in the age of globalization. J Educ Change 12, 267–279 (2011). https://doi.org/10.1007/s10833-011-9159-9

Lapayese, Y. V. (2007). Understanding and undermining the racio-economic agenda of No Child Left Behind: using critical race methodology to investigate the labor of bilingual teachers. Race, Ethnicity & Education, 10(3), 309–321. https://doi.org/10.1080/13613320701503306

Prieto, L., & Villenas, S. (2012). Pedagogies from Nepantla : Testimonio , Chicana/Latina Feminisms and Teacher Education ClassroomsEquity & Excellence in Education45(3), 411–429. https://doi.org/10.1080/10665684.2012.698197

Hopson, M. C. (2009). Language and Girlhood: Conceptualizing Black Feminist Thought in “Happy to be Nappy.” Women & Language32(1), 31–35.

 

 

 

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