Susan L Recchia
Datos Biográficos
| ID | 6739377 |
|---|---|
| NOMBRE | Susan L Recchia |
| NOMBRES | Susan L |
| APELLIDO | Recchia |
| FIRMA | RECCHIA S L |
| AFILIACIONES | Teachers College, Columbia University, New York, |
| ORCID | 0000-0001-7692-2181 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 1 |
A place for Miguel
In this phenomenological case study, we explore how a toddler with autism (Miguel) becomes a member of an early childhood learning community. Drawing on the right to belong and a social-relational model of disability framework, we asked research questions that are fundamental to the rights and agency of the child and how children experience inclusion and belonging in their learning community. By following Miguel during his first year in early car…
The inclusion of children with disabilities in early childhood education
Early Childhood Teachers Finding Voice among Peers
This reflective narrative explores the voices of two participants in the Early Childhood Professional Mentoring Group (ECPMG), created in response to our graduates’ concerns about their lack of support as they entered the field of inclusive early childhood education. Building on their existing relationships with each other, and with us as their former instructors, the group fostered a community in which our graduates could engage in reciprocal pe…
Urban Advocates for Young Children with Special Needs
This article shares the ways new early childhood teachers carry forward the social justice principles emphasized in their teacher education program into their actual practice. Their participation in a university-sponsored mentoring group served as the context for this study. Through an emergent themes analysis, we explored how they prioritized diverse learners' needs, learned to “work the system” to provide optimal special education services, str…
Understanding early childhood leadership
In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteri…
Urban Advocates for Young Children with Special Needs
This article shares the ways new early childhood teachers carry forward the social justice principles emphasized in their teacher education program into their actual practice. Their participation in a university-sponsored mentoring group served as the context for this study. Through an emergent themes analysis, we explored how they prioritized diverse learners' needs, learned to “work the system” to provide optimal special education services, str…
Understanding early childhood leadership
In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteri…
Understanding early childhood leadership
In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated center over a six-week period. Findings yielded two major themes which best described the characteri…
Urban Advocates for Young Children with Special Needs
This article shares the ways new early childhood teachers carry forward the social justice principles emphasized in their teacher education program into their actual practice. Their participation in a university-sponsored mentoring group served as the context for this study. Through an emergent themes analysis, we explored how they prioritized diverse learners' needs, learned to “work the system” to provide optimal special education services, str…
Early Childhood Teachers Finding Voice among Peers
This reflective narrative explores the voices of two participants in the Early Childhood Professional Mentoring Group (ECPMG), created in response to our graduates’ concerns about their lack of support as they entered the field of inclusive early childhood education. Building on their existing relationships with each other, and with us as their former instructors, the group fostered a community in which our graduates could engage in reciprocal pe…
A place for Miguel
In this phenomenological case study, we explore how a toddler with autism (Miguel) becomes a member of an early childhood learning community. Drawing on the right to belong and a social-relational model of disability framework, we asked research questions that are fundamental to the rights and agency of the child and how children experience inclusion and belonging in their learning community. By following Miguel during his first year in early car…
The inclusion of children with disabilities in early childhood education
Developmental psychology (5 obras) · Early childhood (5 obras) · Early childhood education (5 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Sociology (4 obras) · Early Childhood Education and Development (3 obras) · Social Psychology (3 obras) · Children's Rights and Participation (2 obras) · Collaborative Teaching and Inclusion (2 obras)