Authenticity and “Standing Out:” Situating the Project Approach in Contemporary Early Schooling

In this multi-case study, we describe early childhood teachers’ experiences implementing project work in contemporary, standards-based classrooms. Focus is given to understanding how teachers interpreted work in context; that is, how they were responsive to both expanding professional knowledge about the project approach and to the existing practices valued in their particular school contexts. We present description of project work in action in three classrooms in order to illustrate key themes from each of the three single cases. This is followed by an interpretive discussion that brings together the three cases. In conclusion, we suggest that the teachers’ experiences implementing the project approach carry implications for understanding teacher learning and professional development.