語系:
繁體中文
English
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
A case study of preschool teacher ex...
~
Sansone, Angela.
FindBook
Google Book
Amazon
博客來
A case study of preschool teacher expectations and teacher-student interactions.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
A case study of preschool teacher expectations and teacher-student interactions./
作者:
Sansone, Angela.
面頁冊數:
166 p.
附註:
Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:
Dissertation Abstracts International75-12A(E).
標題:
Education, Elementary. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637772
ISBN:
9781321208047
A case study of preschool teacher expectations and teacher-student interactions.
Sansone, Angela.
A case study of preschool teacher expectations and teacher-student interactions.
- 166 p.
Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2014.
Public preschool in NJ is a targeted program aimed at ameliorating the effects of disadvantage by readying children for school. Recent research (Ladson-Billings, 2009; Chien, Howes, Pianta, Burchinal, Ritchie, Bryant, Clifford, Early, and Barbarin, 2010) suggests that teachers may vary their interactions with children in these programs based on their expectations of academic need and that these expectations may be mediated by race and class. The purpose of this qualitative case study was to examine teacher-student interactions in a local urban preschool program where the teacher and students racial, ethnic, and socio-economic status differ. The research questions that guided this study are: What do teacher-student interactions look like in the preschool classroom when teachers' and children's backgrounds differ? a) What are teachers' expectations of their preschool students? b) How do teachers convey their expectations to their students? c) What do the students perceive are the expectations that their teachers have of them?
ISBN: 9781321208047Subjects--Topical Terms:
516171
Education, Elementary.
A case study of preschool teacher expectations and teacher-student interactions.
LDR
:03300nam a2200301 4500
001
1965209
005
20141020104643.5
008
150210s2014 ||||||||||||||||| ||eng d
020
$a
9781321208047
035
$a
(MiAaPQ)AAI3637772
035
$a
AAI3637772
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Sansone, Angela.
$3
2101834
245
1 2
$a
A case study of preschool teacher expectations and teacher-student interactions.
300
$a
166 p.
500
$a
Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
502
$a
Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2014.
520
$a
Public preschool in NJ is a targeted program aimed at ameliorating the effects of disadvantage by readying children for school. Recent research (Ladson-Billings, 2009; Chien, Howes, Pianta, Burchinal, Ritchie, Bryant, Clifford, Early, and Barbarin, 2010) suggests that teachers may vary their interactions with children in these programs based on their expectations of academic need and that these expectations may be mediated by race and class. The purpose of this qualitative case study was to examine teacher-student interactions in a local urban preschool program where the teacher and students racial, ethnic, and socio-economic status differ. The research questions that guided this study are: What do teacher-student interactions look like in the preschool classroom when teachers' and children's backgrounds differ? a) What are teachers' expectations of their preschool students? b) How do teachers convey their expectations to their students? c) What do the students perceive are the expectations that their teachers have of them?
520
$a
Qualitative data was collected in two pubic preschool classrooms through interviews, observations and document analysis. Classroom teachers were interviewed three times using a semi structured protocol aimed at understanding each teacher's responses and expectations of students. Two interviews were also conducted with each of the four student participants to elicit their views of life in preschool. Classroom observations of whole group and small group instructional events captured descriptive information about teacher-student interactions. Documents, such as lesson plans, provided insight into teachers planning for students and were collected to triangulate data.
520
$a
The results of this study show that both teachers had an academic agenda that focused on skills rather than substance. Overlooking what the children could do, both teachers taught academic content to their Black students in the same way, almost as routine. The knowledge and ii competencies that children brought with them into the classroom were overlooked and as a consequence, neither teacher is really getting the children to the levels of literacy and numeracy that they need to be at to be successful in kindergarten. The children were aware of their teachers' expectations of them: that the wanted them to learn, not excel, but just get through the basics.
590
$a
School code: 0190.
650
4
$a
Education, Elementary.
$3
516171
650
4
$a
Education, Social Sciences.
$3
1019148
650
4
$a
Education, Pedagogy.
$3
1669025
690
$a
0524
690
$a
0534
690
$a
0456
710
2
$a
Rutgers The State University of New Jersey - New Brunswick.
$b
Graduate School of Education.
$3
2049789
773
0
$t
Dissertation Abstracts International
$g
75-12A(E).
790
$a
0190
791
$a
Ed.D.
792
$a
2014
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637772
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9260208
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入