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

Spanish-Speaking Preschool Parents' ...

Castro, Diane.

FindBook

Google Book

Amazon

博客來

Spanish-Speaking Preschool Parents' Perspectives on the Use of a Social and Emotional Learning Strategies Curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Spanish-Speaking Preschool Parents' Perspectives on the Use of a Social and Emotional Learning Strategies Curriculum./
作者:	Castro, Diane.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	232 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10620762
ISBN:	9780355325621

Spanish-Speaking Preschool Parents' Perspectives on the Use of a Social and Emotional Learning Strategies Curriculum.
Castro, Diane.

Spanish-Speaking Preschool Parents' Perspectives on the Use of a Social and Emotional Learning Strategies Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 232 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--Concordia University Chicago, 2017.

Social and emotional curricula have been used in the Chicago Public School system since 2015 to address the social and emotional needs of children in the district. Social and emotional curricula have been used to teach children in the areas of self-regulation, emotion control, and social interactions. Previous studies have detailed the academic success of these interventions; however, the lack of cultural consideration has been identified in prior research. Specifically, consideration towards the perspectives of bilingual families and how they view their culture portrayed in SEL curricula have not been considered. The present study explored how Latino, immigrant parents understand SEL, how their prior experiences guided their interpretations, how they viewed their roles in the SEL process, and how they view themselves as collaborators in seeking SEL strategies. A critical qualitative study was conducted through phenomenological interviews with 12 participants who identified as Latino, immigrant parents from Mexico, Ecuador, Guatemala, and El Salvador. Critical race theory provided the foundation for this study as questions of race and power were explored through the participants' stories and views on culture that guided the SEL practices in the home. Themes included the parents being the primary ejemplo with the school as reinforcement; raising gente de bien; parents' understanding of acculturation and biculturalism; and how the parents view policies in SEL and their role in policy-making. The current study has implications on future research for bilingual educators, parental collaboration, and the utilization of SEL interventions with bilingual children.

ISBN: 9780355325621Subjects--Topical Terms:

2122778
Bilingual education.

Spanish-Speaking Preschool Parents' Perspectives on the Use of a Social and Emotional Learning Strategies Curriculum.
LDR:02719nmm a2200325 4500 001 2204224
005 20190709084845.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355325621
035 $a (MiAaPQ)AAI10620762
035 $a (MiAaPQ)cuchicago:10131
035 $a AAI10620762
040 $a MiAaPQ $c MiAaPQ
100 1 $a Castro, Diane. $3 3431059
245 1 0 $a Spanish-Speaking Preschool Parents' Perspectives on the Use of a Social and Emotional Learning Strategies Curriculum.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 232 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Isabel Nunez.
502 $a Thesis (Ed.D.)--Concordia University Chicago, 2017.
520 $a Social and emotional curricula have been used in the Chicago Public School system since 2015 to address the social and emotional needs of children in the district. Social and emotional curricula have been used to teach children in the areas of self-regulation, emotion control, and social interactions. Previous studies have detailed the academic success of these interventions; however, the lack of cultural consideration has been identified in prior research. Specifically, consideration towards the perspectives of bilingual families and how they view their culture portrayed in SEL curricula have not been considered. The present study explored how Latino, immigrant parents understand SEL, how their prior experiences guided their interpretations, how they viewed their roles in the SEL process, and how they view themselves as collaborators in seeking SEL strategies. A critical qualitative study was conducted through phenomenological interviews with 12 participants who identified as Latino, immigrant parents from Mexico, Ecuador, Guatemala, and El Salvador. Critical race theory provided the foundation for this study as questions of race and power were explored through the participants' stories and views on culture that guided the SEL practices in the home. Themes included the parents being the primary ejemplo with the school as reinforcement; raising gente de bien; parents' understanding of acculturation and biculturalism; and how the parents view policies in SEL and their role in policy-making. The current study has implications on future research for bilingual educators, parental collaboration, and the utilization of SEL interventions with bilingual children.
590 $a School code: 1711.
650 4 $a Bilingual education. $3 2122778
650 4 $a Early childhood education. $3 518817
650 4 $a Educational psychology. $3 517650
650 4 $a Individual & family studies. $3 2122770
690 $a 0282
690 $a 0518
690 $a 0525
690 $a 0628
710 2 $a Concordia University Chicago. $b Early Childhood Education. $3 3177612
773 0 $t Dissertation Abstracts International $g 79-02A(E).
790 $a 1711
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10620762