東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educational Disparities in Early Edu...

Fair, Elizabeth L.

FindBook

Google Book

Amazon

博客來

Educational Disparities in Early Education: A Critical Race Theory Analysis of ECLS-K: 2011 Data.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educational Disparities in Early Education: A Critical Race Theory Analysis of ECLS-K: 2011 Data./
作者:	Fair, Elizabeth L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784565
ISBN:	9780438515291

Educational Disparities in Early Education: A Critical Race Theory Analysis of ECLS-K: 2011 Data.
Fair, Elizabeth L.

Educational Disparities in Early Education: A Critical Race Theory Analysis of ECLS-K: 2011 Data. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 185 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (Ph.D.)--Notre Dame of Maryland University, 2018.

African American children's public school education outcomes differ from those of their White, non-Hispanic peers. This dissertation used the data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: What factors during a child's kindergarten through third-grade years contribute to disparate test scores, opportunities, and outcomes? There is a large body of research citing a gap between African American students and their White, non- Hispanic peers in later years of schooling. This study utilized data collected from students, parents, teachers, and administrators from a child's entry to kindergarten through the completion of third grade. The results were interpreted through the lens of Critical Race Theory (CRT). Most CRT work has been qualitative. This study aimed to identify areas in which follow-up qualitative work could enrich the findings of the quantitative work and offer insight beyond the deficit models that are routinely provided to explain the gap.

ISBN: 9780438515291Subjects--Topical Terms:

529436
Educational leadership.

Educational Disparities in Early Education: A Critical Race Theory Analysis of ECLS-K: 2011 Data.
LDR:03318nmm a2200337 4500 001 2202869
005 20190520081353.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438515291
035 $a (MiAaPQ)AAI10784565
035 $a (MiAaPQ)ndm:10062
035 $a AAI10784565
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fair, Elizabeth L. $3 3429646
245 1 0 $a Educational Disparities in Early Education: A Critical Race Theory Analysis of ECLS-K: 2011 Data.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
500 $a Adviser: Joan Sattler.
502 $a Thesis (Ph.D.)--Notre Dame of Maryland University, 2018.
520 $a African American children's public school education outcomes differ from those of their White, non-Hispanic peers. This dissertation used the data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: What factors during a child's kindergarten through third-grade years contribute to disparate test scores, opportunities, and outcomes? There is a large body of research citing a gap between African American students and their White, non- Hispanic peers in later years of schooling. This study utilized data collected from students, parents, teachers, and administrators from a child's entry to kindergarten through the completion of third grade. The results were interpreted through the lens of Critical Race Theory (CRT). Most CRT work has been qualitative. This study aimed to identify areas in which follow-up qualitative work could enrich the findings of the quantitative work and offer insight beyond the deficit models that are routinely provided to explain the gap.
520 $a Findings suggest that there is a slight gap between African American students and their White, non-Hispanic peers in reading and math scores on kindergarten entry. Those differences increased over a 4-year period. The data also suggest poverty played a factor in this disparity. The beliefs about kindergarten readiness between teachers and parents were aligned, and African American parents' beliefs were more aligned than were those of the parent population as a whole. Teachers reported closer relationships with White, non-Hispanic students and higher levels of conflict with African American students, although this did not seem to correlate directly with reading and math test scores.
520 $a The research results indicate that there needs to be an increase in culturally relevant pedagogical training for preservice and inservice teachers. Early education programs need to be closely examined for practices that exclude or disadvantage children who are not from White, middle class backgrounds. The curriculum needs to build on the skills the students possess, rather than considering those without the desired skills deficient. Finally, intervention programs need to be evaluated as the data in the study indicate that reading gaps were less than math.
590 $a School code: 1692.
650 4 $a Educational leadership. $3 529436
650 4 $a African American studies. $3 2122686
650 4 $a Early childhood education. $3 518817
690 $a 0449
690 $a 0296
690 $a 0518
710 2 $a Notre Dame of Maryland University. $b Education. $3 3171596
773 0 $t Dissertation Abstracts International $g 80-03A(E).
790 $a 1692
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10784565