Literaturnachweis - Detailanzeige
Autor/in | McAnuff Gumbs, Michelle |
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Titel | A Multiple Case Study of the Diversity Richness of Seven Early Literacy Classrooms in Upstate New York |
Quelle | In: Journal of Negro Education, 89 (2020) 2, S.97-121 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2984 |
Schlagwörter | Literacy Education; Student Diversity; Minority Group Students; Racial Differences; Ethnicity; Cultural Differences; Students with Disabilities; Language Usage; Educational Resources; Teaching Methods; Classroom Environment; Socioeconomic Status; Instructional Materials; Learning Activities; Teacher Attitudes; Social Bias; Racial Bias; Early Childhood Education; Early Childhood Teachers; Culturally Relevant Education; New York Rassenunterschied; Ethnizität; Kultureller Unterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachgebrauch; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Socio-economic status; Sozioökonomischer Status; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Lehrerverhalten; Racial discrimination; Rassismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende |
Abstract | The study examined seven early literacy classrooms to determine whether they mirrored the diversity in the classroom and community. Upstate New York has experienced double-digit increases in diversity indices since the 1980s. Instruction must keep apace. Analysis of observation and interview data using Constant Comparative Analysis and Classical Content Analysis revealed that race, ethnicity and culture featured strongly, though not in minority-dominant classrooms. Disability and language featured at low levels. Use of resources allowed students to be voyeurs, though not forgers of intergroup connections or purveyors of empathy. Teachers needed rich material and structured guidance in how to use them. (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 | 2024/1/01 |