Abstract
This paper examines the implementation of the 3C approach on the overall program quality and its impact on teaching and learning in a kindergarten in Hong Kong. The experiment school implemented a 3C based curriculum plus intervention which included field visits, professional development, onsite consultation, and group discussion and reflection. Paired-samples t-tests were conducted to evaluate the impact of the intervention on the overall quality of the program using the scores of ECERS-R. For the target school, there was a statistically significant (p<0.01) increase in ECERS-R scores from pre-test to post-test. The qualitative data show that there was an impact on teaching pedagogy. More child-initiated, play-based activities that foster children’s creative, collaboration and communication and parent involvement were documented.
Original language | English |
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Publication status | Published - Apr 2014 |
Event | 2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" - Philadelphia, PA, United States Duration: 03 Apr 2014 → 07 Apr 2014 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2014-Annual-Meeting |
Conference
Conference | 2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" |
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Abbreviated title | AERA 2014 |
Country/Territory | United States |
City | Philadelphia, PA |
Period | 03/04/14 → 07/04/14 |
Internet address |