CULTURALLY RESPONSIVE PEDAGOGY IN THE EARLY CHILDHOOD CLASSROOM: AN ETHNOGRAPHY

 
9783639175554: CULTURALLY RESPONSIVE PEDAGOGY IN THE EARLY CHILDHOOD CLASSROOM: AN ETHNOGRAPHY

This ethnographic study explored how the promotion of culturally responsive pedagogy may lead to narrowing students? achievement gaps. Whereas existing research studies focus on multicultural education, the research problem in this study addressed an existing gap in literature in early childhood education. Key questions focused on how teachers defined culturally responsive pedagogy, its promotion, college preparation. Critical and resilience theories, and egalitarianism formed the conceptual framework for the study. Data collection methods included observations, literature searches and interviews. Analysis followed the storying and polyvocal models. Findings indicated teachers? awareness of the need for culturally responsive pedagogy, however their implementation of that pedagogy was minimal. The study also revealed constraints to this pedagogical practice, such as poverty, standardized tests, prescriptive curricula, inadequate knowledge and teacher training, educational resources, role models and family support. Recommendations include use of less prescriptive pedagogy, family and community involvement, training and professional development.

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About the Author:

Doreen Moyo, originally from Zimbabwe was a Professor of Education at Concordia College?Selma prior to moving to Concordia University-Chicago. She earned her doctoral degree from the University of Nebraska-Lincoln. Her research interests include: language and literacy, culturally responsive pedagogy, achievement gaps and multicultural education.

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Book Description Book Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | AN ETHNOGRAPHY | This ethnographic study explored how the promotion ofculturally responsive pedagogy may lead to narrowingstudents achievement gaps. Whereas existing researchstudies focus on multicultural education, theresearch problem in this study addressed an existinggap in literature in early childhood education. Keyquestions focused on how teachers defined culturallyresponsive pedagogy, its promotion, collegepreparation. Critical and resilience theories, andegalitarianism formed the conceptual framework forthe study. Data collection methods includedobservations, literature searches and interviews.Analysis followed the storying and polyvocal models. Findings indicated teachers awareness of the needfor culturally responsive pedagogy, however theirimplementation of that pedagogy was minimal. Thestudy also revealed constraints to this pedagogicalpractice, such as poverty, standardized tests,prescriptive curricula, inadequate knowledge andteacher training, educational resources, role modelsand family support. Recommendations include use ofless prescriptive pedagogy, family and communityinvolvement, training and professional development. | Format: Paperback | Language/Sprache: english | 478 gr | 220x150x19 mm | 348 pp. Bookseller Inventory # K9783639175554

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Book Description VDM Verlag Jul 2009, 2009. Taschenbuch. Book Condition: Neu. 220x150x21 mm. Neuware - This ethnographic study explored how the promotion of culturally responsive pedagogy may lead to narrowing students achievement gaps. Whereas existing research studies focus on multicultural education, the research problem in this study addressed an existing gap in literature in early childhood education. Key questions focused on how teachers defined culturally responsive pedagogy, its promotion, college preparation. Critical and resilience theories, and egalitarianism formed the conceptual framework for the study. Data collection methods included observations, literature searches and interviews. Analysis followed the storying and polyvocal models. Findings indicated teachers awareness of the need for culturally responsive pedagogy, however their implementation of that pedagogy was minimal. The study also revealed constraints to this pedagogical practice, such as poverty, standardized tests, prescriptive curricula, inadequate knowledge and teacher training, educational resources, role models and family support. Recommendations include use of less prescriptive pedagogy, family and community involvement, training and professional development. 348 pp. Englisch. Bookseller Inventory # 9783639175554

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Book Description VDM Verlag Jul 2009, 2009. Taschenbuch. Book Condition: Neu. 220x150x21 mm. Neuware - This ethnographic study explored how the promotion of culturally responsive pedagogy may lead to narrowing students achievement gaps. Whereas existing research studies focus on multicultural education, the research problem in this study addressed an existing gap in literature in early childhood education. Key questions focused on how teachers defined culturally responsive pedagogy, its promotion, college preparation. Critical and resilience theories, and egalitarianism formed the conceptual framework for the study. Data collection methods included observations, literature searches and interviews. Analysis followed the storying and polyvocal models. Findings indicated teachers awareness of the need for culturally responsive pedagogy, however their implementation of that pedagogy was minimal. The study also revealed constraints to this pedagogical practice, such as poverty, standardized tests, prescriptive curricula, inadequate knowledge and teacher training, educational resources, role models and family support. Recommendations include use of less prescriptive pedagogy, family and community involvement, training and professional development. 348 pp. Englisch. Bookseller Inventory # 9783639175554

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Book Description VDM Verlag Jul 2009, 2009. Taschenbuch. Book Condition: Neu. 220x150x21 mm. This item is printed on demand - Print on Demand Neuware - This ethnographic study explored how the promotion ofculturally responsive pedagogy may lead to narrowing students achievement gaps. Whereas existing research studies focus on multicultural education, the research problem in this study addressed an existing gap in literature in early childhood education. Key questions focused on how teachers defined culturally responsive pedagogy, its promotion, college preparation. Critical and resilience theories, and egalitarianism formed the conceptual framework for the study. Data collection methods included observations, literature searches and interviews. Analysis followed the storying and polyvocal models. Findings indicated teachers awareness of the need for culturally responsive pedagogy, however their implementation of that pedagogy was minimal. The study also revealed constraints to this pedagogical practice, such as poverty, standardized tests, prescriptive curricula, inadequate knowledge and teacher training, educational resources, role models and family support. Recommendations include use of less prescriptive pedagogy, family and community involvement, training and professional development. 348 pp. Englisch. Bookseller Inventory # 9783639175554

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