Learning Stories: Constructing Learner Identities in Early

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Learning Stories: Constructing Learner Identities in Early Education

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Shortlisted for the 2013 Nursery World Awards!

Margaret Carr's seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy.
Chapters explore how Learning Stories:

- help make connections with families

- support the inclusion of children and family voices

- tell us stories about babies

- allow children to dictate their own stories

- can be used to revisit children's learning journeys

- can contribute to teaching and learning wisdom

This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions.

Margaret Carr is a Professor of Education at the University of Waikato, New Zealand.

Wendy Lee is Director of the Educational Leadership Project, New Zealand.

Country	USA
Binding	Kindle Edition
EISBN	9781446289174
Format	Kindle eBook
Label	SAGE Publications Ltd
Manufacturer	SAGE Publications Ltd
NumberOfPages	168
PublicationDate	2012-03-19
Publisher	SAGE Publications Ltd
ReleaseDate	2013-10-23
Studio	SAGE Publications Ltd

Learning Stories: Constructing Learner Identities in Early Education

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