| 181 |
Work and Mexican American Parent-Adolescent Relationships: The Mediating Role of Parent Well-Being
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2011)
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| 182 |
Parenting Self-Efficacy and Parenting Practices over Time in Mexican American Families
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2010)
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| 183 |
Exploring Mothers’ and Fathers’ Relationships with Sons Versus Daughters: Links to Adolescent Adjustment in Mexican Immigrant Families
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2009)
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| 184 |
Parental Involvement
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In: Teacher Education Faculty Publications (2007)
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| 185 |
Intentionality and Expertise: Learning from Observations of Children at Play in Multilingual, Multicultural Contexts
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In: Teacher Education Faculty Publications (2007)
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| 186 |
Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade
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In: Teacher Education Faculty Publications (2006)
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| 187 |
Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources
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In: Teacher Education Faculty Publications (2005)
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| 188 |
Using Multicultural Literature to Develop Empathy and Compassion in Preservice Teachers: A First Step in Preparing Culturally Responsive Teachers
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In: Electronic Theses and Dissertations (2005)
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| 189 |
Collaboration in a Culturally Responsive Literacy Pedagogy: Educating Teachers and Latino Children
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In: Teacher Education Faculty Publications (2002)
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| 190 |
Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners
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In: Teacher Education Faculty Publications (1997)
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| 191 |
The Home-School Connection: Parental Influences on a Child's ESL Acquisition
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In: Dissertations and Theses (1997)
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| 192 |
Teacher beliefs and classroom practices regarding a curriculum that is multicultural and antibias
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In: Retrospective Theses and Dissertations (1994)
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Abstract:
Census information and demographic predictions indicate that by the year 2000 one of three Americans will be a person of color. This changing cultural composition has fueled educators to restructure education for children. Specifically, numerous early childhood educators have embraced the notion of weaving a more cultural and antibias perspective into existing curricula for young children. To gain an understanding of early childhood education as it relates to multicultural and antibias sensitivity according to teachers' perceptions and classroom practices, this dissertation aims to (1) examine strands of literature under the auspices of early childhood education as it relates to education that is multicultural and antibias, and (2) examine the relationship between teachers' beliefs and observed classroom practices regarding the implementation of a curriculum that is multicultural and antibias;To examine early childhood teachers' beliefs and observed classroom practices, 252 teachers from rural mid-western communities were surveyed. Each teacher rated items that reflected their beliefs of importance and perceived skill levels regarding a curriculum that is multicultural and antibias. Thirty teachers were randomly selected for classroom observations followed by a 15-minute teacher interview to further examine the relationship among teachers' reported beliefs of importance, perceived skill levels, and observed teaching practices. Results indicated that early childhood teachers perceived a curriculum that is multicultural and antibias as high in importance and perceived their skill levels as moderate. Although early childhood teachers perceived a curriculum that is multicultural and antibias as high in importance and perceived their skill levels as moderate, their professed beliefs and skill levels were not correlated with their observed teaching practices. Early childhood teachers with more heterogeneous classes were found more likely to demonstrate classroom practices of a curriculum that is multicultural and antibias. Implications of findings and directions for future research are discussed.
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Keyword:
and Multicultural Education; Bilingual; Curriculum and Instruction; Early Childhood; Early childhood education; Human development and family studies; Human development and family studies (Early childhood education); Kindergarten Teacher Education; Multilingual; Pre-Elementary
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URL: https://lib.dr.iastate.edu/rtd/11317
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=12316&context=rtd
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| 193 |
Social Factors in Literacy Acquisition
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In: Book Chapters (Literacy.org) (1993)
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| 194 |
Le Developpement Precoce de la Memoire Specialisee
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In: Journal Articles (Literacy.org) (1987)
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| 195 |
The Early Childhood Multicultural Classroom: Implications for Teacher Education
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In: Australian Journal of Teacher Education (1982)
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| 196 |
Traditional Islamic Education in Morocco: Sociohistorical and Psychological Perspectives
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In: Journal Articles (Literacy.org) (1980)
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