Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs

Autor/in	Adai, Jennifer Keys
Titel	Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs
Quelle	In: Education Policy Analysis Archives, 24 (2016) 1, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Immigrants; Early Childhood Education; Preschool Teachers; Ethnography; Video Technology; Immigration; Learner Engagement; Young Children; Teacher Background; Teacher Attitudes; Focus Groups; Interviews; Observation; Arizona; Iowa; New York; Tennessee + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ethnografie; Frühe Kindheit; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung
Abstract	Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that support the presence and meaningful input of immigrant preschool teachers can help preschool sites be positive, rather than negative or indifferent, contexts of reception. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01