Illinois Projects in Practice

Related Research

Quick links A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

The Related Research Page includes quantitative and qualitative research that supports the evidence base for using the Project Approach with young children.

To suggest additional sources to add to the page, please contact Sallee Beneke.

A

Ainley, M., Hidi, S., & Berndorff, D.: (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561.

B

Baker, S. K., Simmons, D. C., & Kameenui, E. J.: (1995). Vocabulary acquisition: Synthesis of the research. In NCITE Research Synthesis: Reading and Diverse Learners. Retrieved April 21, 2006, from
http://eric.ed.gov/PDFS/ED386860.pdf
Beneke, S.: (1998). Rearview mirror: Reflections on a preschool car project. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Beneke, S.: (2000). Implementing the project approach in part-time early childhood education programs. Early Childhood Research and Practice, 2(1). Retrieved November 29, 2005, from http://ecrp.uiuc.edu/v2n1/beneke.html
Beneke, S.: (2002). Practical strategies. In J. H. Helm & S. Beneke (Eds.), The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions (pp. 80-86). New York: Teachers College Press.
Beneke, S.: (2004). Rearview mirror: Reflections on a preschool car project [ video ] . Champaign: University of Illinois, Early Childhood and Parenting Collaborative.
Beneke, S., Ostrosky, M. M., & Katz, L. G.: (2005). Let’s give ‘em something to talk about: The language arts and science connection. In E. Horn & H. Jones (Eds.), Young Exceptional Journal monograph series: No. 7. Supporting early literacy development in young children (pp. 87-100). Longmont, CO: Sopris West.
Beneke, S. & Ostrosky, M. M.: (2009). Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners , 11(1). Retrieved June, 2009, from http://ecrp.uiuc.edu/v11n1/ostrosky.html
Beyer, L. E.: (1997). William Heard Kilpatrick. Prospects: The Quarterly Review of Comparative Education, 27(3), 470-485.
Bowman, Barbara T.; Donovan, M. Suzanne; & Burns, M. Susan (Eds.).: (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. Retrieved March 3, 2009, from http://books.nap.edu/openbook.php?isbn=0309068363
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.).: (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bruner, J. S.: (1980). Under five in Britain: Vol. 1. Oxford preschool research project. Ypsilanti, MI: High/Scope Press.

D

DeVries, R., Reese-Learned, H., & Morgan, P.: (1991). Sociomoral development in direct-instruction, eclectic, and constructivist kindergartens: A study of children’s enacted interpersonal understanding. Early Childhood Research Quarterly, 6(4), 473-517.
Donegan, M., Hong, S. B., Trepanier-Street, M., & Finkelstein, C.: (2005). Exploring how project work enhances student teachers’ understanding of children with special needs. Journal of Early Childhood Teacher Education, 26(1), 37-46.
Dresden, J., & Lee, K.: (2007). The effects of project work in a first-grade classroom: A little goes a long way. Early Childhood Research and Practice, 9(1). Retrieved November 26, 2007, from http://www.ecrp.uiuc.edu/v9n1/dresden.html
Dyson, A. H.: (1990). Symbol makers, symbol weavers: How children link play, pictures, and print. Young Children, 45(2), 50-57.

E

Edmiaston, R. K.: (1998). Projects in inclusive early childhood classrooms. In J. H. Helm (Ed.), The project approach catalog 2 (pp. 19-22). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Espinosa, L. M.: (2002). High quality preschool: Why we need it and what it looks like. (Preschool Policy Matters No. 1). New Brunswick, NJ: National Institute for Early Education Research. Retrieved May 22, 2007, from http://nieer.org/resources/policybriefs/1.pdf

F

Fawcett, L. M., & Garton, A. F.: (2005). The effect of peer collaboration on children’s problem-solving ability. British Journal of Educational Psychology, 75(2), 157-169.
Fillmore, L. W., & Snow, C. E.: (2000). What teachers need to know about language. Washington, DC: Center for Applied Linguistics.
Forman, G.: (1996). A child constructs an understanding of a water wheel in five media. Childhood Education, 72(5), 269-273.

G

Gauvain, M., & Rogoff, B.: (1989). Collaborative problem solving and children’s planning skills. Developmental Psychology, 25(1), 139-151.

H

Hart, B., & Risley, T. R.: (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
Helm, J. H. (Ed.).: (2000). The project approach catalog 4: Literacy and project work. Champaign: University of Illinois, Early Childhood and Parenting Collaborative.
Helm, J. H., & Beneke, S. (Eds.).: (2002). The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions. New York: Teachers College Press.
Helm, J. H., Beneke, S., & Steinheimer, K.: (1997). Teacher materials for documenting young children’s work: Using Windows on Learning. New York: Teachers College Press.
Helm, J. H., Beneke, S., & Steinheimer, K.: (2007). Windows on learning: Documenting young children’s work (2 nd ed.). New York: Teachers College Press.
Helm, J. H., & Katz, L. G.: (2001). Young investigators: The project approach in the early years. New York: Teachers College Press.
Hertzog, N. B.: (2007). Transporting Pedagogy: Implementing the Project Approach in two first-grade Classrooms. Journal of Advanced Academics, 18(4), 530-564.
Heyman, G. D., Dweck, C. S., & Cain, K. M.: (1992). Young children’s vulnerability to self-blame and helplessness: Relationship to beliefs about goodness. Child Development, 63(2), 401-415.
High/Scope Educational Research Foundation.: (2003). The High/Scope approach: Preschool. Retrieved March 3, 2009, from http://www.highscope.org/Content.asp?ContentId=63

I

Illinois Early Learning Council.: (2006, spring). Preschool for all: High-quality early education for all of Illinois’ children.
Illinois State Board of Education, Division of Early Childhood.: (2002). Illinois early learning standards. Springfield: Illinois State Board of Education.
International Reading Association & National Association for the Education of Young Children.: (1998). Learning to read and write: Developmentally appropriate practices for young children. A joint position statement of the International Reading Association and the National Association for the Education of Young Children. Young Children, 53(4), 30-46.

K

Katz, L. G.: (1993). Dispositions: Definitions and implications for early childhood practice. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Katz, L. G.: (1994). The project approach. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Katz, L. G.: (1999). Curriculum disputes in early childhood education. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Katz, L. G., & Chard, S. C.: (1989). Engaging children’s minds: The project approach. Greenwich, CT: Ablex.
Katz, L. G., & Chard, S. C.: (1998). Issues in selecting topics for projects. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Katz, L. G., & Chard, S. C.: (2000). Engaging children’s minds: The project approach (2 nd ed.). Stamford, CT: Ablex.
Kilpatrick, W. H.: (1918). The project method. Teacher’s College Record, 19, 319-335.
Knoll, M.: (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education, 34(3), 59-80.

L

Levin, I., Bus, A. G.: (2003). How is emergent writing based on drawing? Analyses of children’s products and their sorting by children and mothers. Developmental Psychology, 39(5), 891-905.
Lowenfeld, V., & Brittain, W. L.: (1987). Creative and mental growth (8 th ed.). New York: Macmillan.

M

Marcon, R. A.: (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research and Practice, 4(1). Retrieved November 12, 2005, from http://ecrp.uiuc.edu/v4n1/marcon.html
Martinello, M. L.: (1998). Learning to question for inquiry. Educational Forum, 62(2), 164-171.
Masonheimer, P. E., Drum, P. A., & Ehri, L. C.: (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior, 16(4), 257-272.
Meisels, S. J.: (1992). Doing harm by doing good: Iatrogenic effects of early childhood enrollment and promotion policies. Early Childhood Research Quarterly, 7(2), 155-174.
Miller, L. B., & Bizzell, R. P.: (1983). The Louisville experiment: A comparison of four programs. In Consortium for Longitudinal Studies (Ed.), As the twig is bent…lasting effects of preschool programs (pp. 171-199). Hillsdale, NJ: Erlbaum.
Morrow, L. M.: (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5(4), 537-554.
Morrow, L. M., & Schickedanz, J. A.: (2005). Relationship between sociodramatic play and literacy development. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 269-280). New York: Guilford Press.

N

National Association for the Education of Young Children.: (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8 (Position statement with expanded resources). Retrieved May 15, 2007, from; https://www.naeyc.org/positionstatements/cape
National Reading Panel.: (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Pub. No. 00-4769). Washington, DC: National Institute of Child Health and Human Development. Retrieved May 9, 2006, online from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm
Neuman, S. B.: (2006). The knowledge gap: Implications for early education. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 29-40). New York: Guilford Press.
Neuman, S. B., & Roskos, K.: (1990). The influence of literacy-enriched play settings on preschoolers’ engagement with written language. National Reading Conference Yearbook, 39, 179-187.
Neuman, S. B., & Roskos, K.: (1992). Literacy objects as cultural tools: Effects on children’s literacy behaviors in play. Reading Research Quarterly, 27(3), 202-225.
Neuman, S. B., & Roskos, K.: (1993). Access to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional taks. American Educational Research Journal, 30(1), 95-122.
No Child Left Behind Act of 2001, 20 U.S.C. 6301 et seq.: (2002).

P

Pellegrini, A. D., & Galda, L.: (1997). The role of close relationships in early literacy learning: Towards a working model. (Reading Research Report No. 80). Athens, GA: National Reading Research Center.
Pyterek, M. M.: (2006). How can a teacher begin to help her kindergarten students gain "authentic" cultural understandings about Native North Americans through children's literature? Retrieved February 27, 2009, from http://www.eric.ed.gov/PDFS/ED493977.pdf

S

Schuler, D.: (1998). Teaching project skills with a mini-project. In J. H. Helm (Ed.), The project approach catalog 2 (pp. 15-18). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
Schweinhart, L. J., & Weikart, D. P.: (1997). The High Scope/Perry Preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12(2), 117-143.
Scranton, P.: (2003). The bird project. In J. H. Helm & S. Beneke (Eds.), The power of projects: Meeting contemporary challenges in early childhood classrooms—strategies and solutions (pp. 57-63). New York: Teachers College Press.
Siraj-Blatchford, I., & Sylva, K.: (2004). Researching pedagogy in English pre-schools. British Educational Research Journal 30(5), 713-730.
Smiley, P. A., & Dweck, C. S.: (1994). Individual differences in achievement goals among young children. Child Development, 65(6), 1723-1743.
Smith, L. A. H.: (1997). “Open education” revisited: Promise and problems in American educational reform (1967-1976). Teachers College Record, 99(2), 371-415.
Souto-Manning, M., & Lee, K.: (2005). "In the beginning I thought it was all play:" Parents' perceptions of the project approach in a second grade classroom. School Community Journal, 15(2), 7-20.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Elliot, K.: (2003). The effective provision of pre-school education (EPPE) project: Findings from the pre-school period: Summary of findings. London: University of London, Institute of Education.

T

Tabors, P. O.: (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Baltimore: Brookes.
Trister Dodge, D., Colker, L. J., & Heroman, C.: (2003). The creative curriculum for preschool (4 th ed.). Washington, DC: Teaching Strategies.

W

Weizman, Z. O., & Snow, C. E.: (2001). Lexical input as related to children’s vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37(2), 265-279.

Y

Youngquist, J.,& Pataray-Ching, J.: (2004). Revisiting "play": Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171-178.

Z

Ziegert, D. I., Kistner, J. A., Castro, R., & Robertson, B.: (2001). Longitudinal study of young children’s responses to challenging achievement situations. Child Development, 72(2), 609-624.