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Kindergarten Teachers' Perspectives ...

ProQuest Information and Learning Co.

Kindergarten Teachers' Perspectives on Culturally Responsive Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Kindergarten Teachers' Perspectives on Culturally Responsive Education./
作者:	Alaca, Betul.
面頁冊數:	1 online resource (62 pages)
附註:	Source: Masters Abstracts International, Volume: 57-02.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355447620

Kindergarten Teachers' Perspectives on Culturally Responsive Education.
Alaca, Betul.

Kindergarten Teachers' Perspectives on Culturally Responsive Education. - 1 online resource (62 pages)

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.A.)--University of Toronto (Canada), 2017.

Includes bibliographical references

Researchers and policymakers have been making efforts to build more inclusive Canadian schooling experiences that reflect the diversity of its student bodies. The present study examined kindergarten teachers' experiences of culturally responsive education. Qualitative interviews were conducted with six kindergarten teachers in the Greater Toronto Area to learn about how they understand and approach cultural diversity in their classrooms and the challenges that they experience. Participating teachers most often referred to ethnicity in relation to students' cultural backgrounds, and believed that culturally responsive practices have an important place at the kindergarten level. Teachers described implementing practices that are both structured components of the classroom, and spontaneous in that they are unplanned accommodations or instruction. They spoke of challenges relating to their access to resources both within and outside of their schools and establishing strong relationships with school personnel and families.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355447620Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Kindergarten Teachers' Perspectives on Culturally Responsive Education.
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245 1 0 $a Kindergarten Teachers' Perspectives on Culturally Responsive Education.
264 0 $c 2017
300 $a 1 online resource (62 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Adviser: Angela Pyle.
502 $a Thesis (M.A.)--University of Toronto (Canada), 2017.
504 $a Includes bibliographical references
520 $a Researchers and policymakers have been making efforts to build more inclusive Canadian schooling experiences that reflect the diversity of its student bodies. The present study examined kindergarten teachers' experiences of culturally responsive education. Qualitative interviews were conducted with six kindergarten teachers in the Greater Toronto Area to learn about how they understand and approach cultural diversity in their classrooms and the challenges that they experience. Participating teachers most often referred to ethnicity in relation to students' cultural backgrounds, and believed that culturally responsive practices have an important place at the kindergarten level. Teachers described implementing practices that are both structured components of the classroom, and spontaneous in that they are unplanned accommodations or instruction. They spoke of challenges relating to their access to resources both within and outside of their schools and establishing strong relationships with school personnel and families.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Early childhood education. $3 557157
650 4 $a Multicultural Education. $3 1179578
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0518
690 $a 0455
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 1179697
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