546
Views
6
CrossRef citations to date
0
Altmetric
Articles

Class and pedagogy: a case study of two Chicago preschools

Pages 314-332 | Received 09 Jul 2014, Accepted 04 Aug 2015, Published online: 16 Sep 2015

References

  • Bean, F. D., & Stevens, G. (2003). American’s newcomers and the dynamics of diversity. New York, NY: Russell Sage Foundation.
  • Bereiter, C., & Engelmann, S. (1966). Teaching disadvantaged children in the preschool. Englewood Cliffs, NJ: Prentice-Hall.
  • Bernstein, B. (1971). Class, codes and control (Vol. 1). London: Routledge & Kegan Paul.10.4324/9780203014035
  • Bernstein, B. (1975). Class, codes and control (Vol. 3). Lanham, MD: Routledge & Kegan Paul.10.4324/9780203011430
  • Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
  • Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandra, VA: Association for Supervision and Curriculum Development.
  • Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: New Press.
  • Delpit, L. (2012). “Multiplication is for white people”: Raising expectations for other people’s children. New York, NY: New Press.
  • Dewey, J. (2001). The school and society & the child and the curriculum. Mineola, NY: Dover ( Orig. pub. 1915 and 1902).
  • Dohan, D. (2003). The price of poverty: Money, work, and culture in the Mexican American barrio. Berkeley, CA: University of California Press.
  • Duke, N. K. (2000). For the rich it's richer: Print experiences and environments offered to children in very low- and very high-socioeconomic status first-grade classrooms. American Educational Research Journal, 37, 441–478.10.3102/00028312037002441
  • Edwards, C., Gandini, L., & Forman, G. (1996). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
  • Geiger, B. (1997). Implementing Reggio Emilia in an independent school: What works? In J. Hendrick (Ed.), First steps toward teaching the Reggio Way (pp. 141–150). Upper Saddle River, NJ: Prentice Hall Inc.
  • Giudici, C., Rinaldi, C., & Krechevsky, M. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia: Reggio Children.
  • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 92, 81–87.
  • Haigh, K. (1997). How the Reggio approach has influenced an inner-city program: Exploring Reggio in head start and subsidized child care. In J. Hendrick (Ed.), First steps toward teaching the Reggio Way (pp. 153–166). Upper Saddle River, NJ: Prentice Hall Inc.
  • Hinitz, B. (2002). Margaret Naumberg and the walden school. In A. R. Sadovnik & S. F. Semel (Eds.), Founding mothers and others: Women educational leaders during the progressive era (pp. 37–59). New York, NY: Palgrave.
  • Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America. New York, NY: Crown.
  • Lubeck, S. (1985). Sandbox society: Early education in black and white America – A comparative ethnography. Philadelphia, PA: Falmer Press.
  • Macron, R. A. (2000, July). Educational transitions in early childhood, middle childhood, and early adolescence: Head Start vs. public school prekindergarten graduates. Paper presented at the 5th annual head start conference, Washington, DC.
  • Macron, R. A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research an Practice, 4, 2–24.
  • Massy, D. S., & Denton, N. A. (1993). American apartheid: Segregation and the making of the underclass. Cambridge, MA: Harvard University Press.
  • Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston, MA: Beacon Press.
  • Morais, A. M. (2002). Basil Bernstein at the micro level of the classroom. British Journal of Sociology of Education, 23, 559–569.10.1080/0142569022000038413
  • Morais, A., & Neves, I. (2001). Pedagogic social contexts: Studies for a sociology of learning. In A. Morais, I. Neves, B. Davies, & H. Daniels (Eds.), Towards a sociology of pedagogy: The contribution of Basil Bernstein to research (pp. 185–221). New York, NY: Peter Lang.
  • Morais, A., Fontinhas, F., & Neves, I. (1992). Recognition and realisation rules in acquiring school science – The contribution of pedagogy and social background of students. British Journal of Sociology of Education, 13, 247–270.10.1080/0142569920130206
  • National Association for the Education of Young Children. (2015). Accredited programs. Retrieved from http://naeyc.org/academy/accreditation/search
  • Office of Head Start. (2013). What we do. Retrieved from http://www.acf.hhs.gov/programs/ohs/about/what-we-do
  • Pattillo-McCoy, M. (1999). Black picket fences: Privilege and peril among the black middle class. Chicago, IL: University of Chicago Press.
  • Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS). Baltimore, MA: Brookes.
  • Sadovnik, A. R. (1991). Basil Bernstein's theory of pedagogic practice: A structuralist approach. Sociology of Education, 64, 48–63.10.2307/2112891
  • Sadovnik, A. R. (2007). Schools, social class, and youth: A Bernsteinian analysis. In L. Weiss (Ed.), The way class works: Readings on school, family, and the economy (pp. 316–328). London: Taylor & Francis.
  • Schweinhart, L. J. (2003). The three types of early childhood programs in the United States. In A. J. Reynolds, M. C. Wang, & H. J. Walberg (Eds.) Early childhood programs for a new century (pp. 241–254). Washington, DC: CWLA Press.
  • Schweinhart, L. J., & Weikart, D. P. (1985). Evidence that good early childhood programs work. Phi Delta Kappan, 66, 545–551.
  • Schweinhart, L. J., & Weikart, D. P. (1997). The high/scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117–143.10.1016/S0885-2006(97)90009-0
  • Schweinhart, L. J., & Weikart, D. P. (1998). Why curriculum matters in early childhood education: A long-running study of the effects of preschool programs for children in poverty shows the benefits of a child-initiated, teacher-facilitated curriculum. Educational Leadership, 55, 57–60.
  • Small, M. L. (2004). Villa Victoria: The transformation of social capital in a Boston barrio. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226762937.001.0001
  • Wilson, W. J. (1996). When work disappears: The world of the new urban poor. New York, NY: Vintage Books.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.