Gereluk, DianneKelly, David2014-08-052014-11-172014-08-052014http://hdl.handle.net/11023/1665Abstract In this case study, I examined how teachers working in a demonstration school, influenced by the principles of the Reggio Emilia Approach, negotiate the federal mandates from the No Child Left Behind (NCLB) Act. Drawing from Bronfenbrenner’s (2005) ecological system theory as a framework for analysis, I examine in this thesis how the arm’s-length educational reforms from NCLB become a mitigating factor on how the image of the child as a principle is taken up by teachers. The findings of this case study identify changes in teachers’ thinking and practice in classrooms and across the school, and how this impacts relationships, the development of curriculum, projects, the use of documentation, and roles within the school over time.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.EducationEducationEarly ChildhoodElementary EducationCurriculum and Instructiondoctoral thesis10.11575/PRISM/25429