A Multiple Case Study of the Diversity Richness of Seven Early Literacy Classrooms in Upstate New York

Autor/in	McAnuff Gumbs, Michelle
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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