Enhancing Cultural Competence among Teachers of African American Children Using Mediated Lesson Study

Autor/inn/en	West-Olatunji, Cirecie A.; Behar-Horenstein, Linda; Rant, Jeffrey; Cohen-Phillips, Lakechia N.
Titel	Enhancing Cultural Competence among Teachers of African American Children Using Mediated Lesson Study
Quelle	In: Journal of Negro Education, 77 (2008) 1, S.27-38 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Children; Electronic Mail; Teaching Models; Early Childhood Education; Home Schooling; Reflective Teaching; Teaching Methods; Cultural Awareness; African American Culture; Preschool Teachers; Females; Computer Mediated Communication; Interviews; Teacher Attitudes; Culturally Relevant Education + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Elektronischer Briefkasten; Lehrmodell; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Weibliches Geschlecht; Computerkonferenz; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	Researchers investigated if early childhood teachers could become reflective practitioners when they studied culturally specific constructs within a digital collegial environment. Three female African American early childhood teachers within three different settings (a faith-based primary school, a home school, and a government-funded pre-school agency) developed mini-research projects using a mediated form of "Lesson Study". Data consisted of teachers' electronic mail, application artifacts, synchronous and asynchronous online activities via Blackboard, and videotaped exit interviews. Findings showed that even when there is ethnic congruence, teachers are inclined to teach in ways that propagate the Eurocentric curriculum model. The teachers' use of a culturally-specific reflective teaching model resulted in culturally responsive teaching practices within their individual classrooms. (Contains 1 table.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10