A Pulse on Language Equity in First-grade Urban Classrooms - Kuether, Deborah
55,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
  • Broschiertes Buch

The purpose of this phenomenological study was to learn more about the teacher decision-making process and the extent to which first-grade mainstream teachers include culturally and linguistically sustaining practices during literacy instruction. Evidence using the foundations of the critically conscious teacher framework (Joseph & Evans, 2018) and of the role of language and culture as a medium in teaching and learning (de Jong & Harper, 2008) were used to analyze the progress in teacher development and practice during literacy instruction. Three findings emerged from the data: (a) Teacher…mehr

Andere Kunden interessierten sich auch für
Produktbeschreibung
The purpose of this phenomenological study was to learn more about the teacher decision-making process and the extent to which first-grade mainstream teachers include culturally and linguistically sustaining practices during literacy instruction. Evidence using the foundations of the critically conscious teacher framework (Joseph & Evans, 2018) and of the role of language and culture as a medium in teaching and learning (de Jong & Harper, 2008) were used to analyze the progress in teacher development and practice during literacy instruction. Three findings emerged from the data: (a) Teacher decision making was oriented in a variety of self-selected professional growth experiences; (b) Teachers leveraged the online setting to enhance a culturally sustaining learning environment; (c) Teachers sought validation for decision making in their work with culturally sustaining practices. The findings of this study inspired the development of the Teacher Habits of Culturally Sustaining Practice Model, which contributes to research focused on the education and support of teachers' effective literacy practices in culturally and linguistically diverse classrooms.
Autorenporträt
A Dra. Deb Kuether tem gostado de servir como educadora certificada pela direcção durante quase trinta anos em ambientes urbanos. Ela tem um forte desejo de crescimento e desenvolvimento profissional constante. O pensamento sistémico, o discurso académico e o diálogo, e o impulso para além do status quo, são princípios altamente valorizados no seu trabalho.