Reggio‐inspired professional development in a diverse urban public school: cases of what is possible

Abstract

Reggio‐inspired professional development for teachers and instruction for children is possible in racially, linguistically, and economically diverse urban public schools lacking the financial resources available at other preschools typically using Reggio programs in the United States. These case studies of two teachers illustrate what is possible when teachers learn about documentation as a process of making meaning with children rather than a product to prove effective instruction. Teachers expand their ability to observe, listen, and collaborate with each other, parents, and children. They see themselves as researchers, children as capable, and the environment as a third teacher.

Keywords:

• teacher professional development
• Reggio Emilia
• urban schools
• USA public schools
• case studies

Notes

1. More information on the Innovative Teacher Project is available online at http://www.innovativeteacherproject.org or by contacting the Project at 350 Bay Street, Suite 100‐352, San Francisco, CA 94133, USA, phone: 415‐397‐8211.