| Popis: |
Young children are naturally curious; as they begin formal schooling, they come to our elementary classrooms with many pressing questions about the world around them. This chapter provides vignettes taken from an observational, participatory study of elementary English Language Arts classrooms which are inquiry-based and focused on student-generated questions. When teachers carve instructional time and space to honor these questions, reading instruction becomes student-centered and engaging as students follow their natural wonderings and curiosities. This chapter serves to address the natural connections that can exist between participatory research design and participatory classroom pedagogical practices. |
