Cultural Considerations in Defining Classroom Quality: Ghanaian Preschool Teachers' Agreements and Disagreements with Standards-Based Instruments

Autor/inn/en	Wolf, Sharon; Avornyo, Esinam Ami
Titel	Cultural Considerations in Defining Classroom Quality: Ghanaian Preschool Teachers' Agreements and Disagreements with Standards-Based Instruments
Quelle	In: Comparative Education Review, 67 (2023) 1, S.188-210 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/722802
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Attitudes; Educational Quality; Early Childhood Education; Child Development; Culturally Relevant Education; Classroom Techniques; Standards; Teacher Student Relationship; Differences; Sociocultural Patterns; Africa; Ghana + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Klassenführung; Standard; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterscheiden; Soziokulturelle Theorie; Afrika
Abstract	Early childhood education (ECE) programs are expanding across sub-Saharan Africa. But the quality of these programs, and their effectiveness when implemented at scale, remains unclear. Defining quality is not simple, as learning environments are shaped by cultural values and societal sociodemographics. Framed within sociocultural theory, this study broadens understanding of ECE classroom quality by examining whether and how Ghanaian educators foster children's development in ways that are culturally and contextually adaptive but not included in current definitions of quality, using an existing classroom observation tool as a prompt. ECE teachers and school headteachers participated in semistructured interviews and focused discussions of the most widely used standards-based observation tool--the CLASS--highlighting elements of agreements, disagreements, differences, and key features of the teacher-child relationship not captured by the tool. The findings highlight ways in which the sociocultural and educational contexts need to be considered when measuring classroom quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01