東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A self-study examining how, I as a t...

Townsend, Cierra.

Linked to FindBook

Google Book

Amazon

博客來

A self-study examining how, I as a teacher of color, can strengthen my use of culturally responsive pedagogy to educate children of color in my preschool classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A self-study examining how, I as a teacher of color, can strengthen my use of culturally responsive pedagogy to educate children of color in my preschool classroom./
Author:	Townsend, Cierra.
Description:	80 p.
Notes:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588944
ISBN:	9781321756210

A self-study examining how, I as a teacher of color, can strengthen my use of culturally responsive pedagogy to educate children of color in my preschool classroom.
Townsend, Cierra.

A self-study examining how, I as a teacher of color, can strengthen my use of culturally responsive pedagogy to educate children of color in my preschool classroom. - 80 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.A.)--Mills College, 2015.

The purpose of this self-study is to examine how I, as a teacher of color, could be a more culturally responsive teacher to my students of color and specifically, how I can use critical race theory to inform my teaching practice. Data, in the form of journal reflections, lesson plans, and conversations with my cooperating teacher, were collected during a 2 month period at my teaching placement in an urban special education preschool in the Bay Area. Data were analyzed using an ongoing critical peer review process. Findings suggest using critical race theory and culturally responsive pedagogy helped me to learn important ideas about strengthening my practice such as: (a) recognizing the need to think about what children are trying to communicate to me through their challenging behaviors, (b) the importance of connecting my curriculum to larger systems of inequity including food justice and health disparities in urban communities, (c) challenging the status quo of incorporating dominant holiday celebrations in ECE classrooms and (d) the importance of taking a strengths-based approach when working with families that are diverse in language and in culture. Findings are discussed in relationship to critical race theory, culturally responsive teaching, and my identity as a teacher of color. In the future I want to continue to strengthen my practice by making a shift toward culturally sustaining pedagogy as well as continue to reflect on how critical race theory can provide me with a strengths-based lens for educating and advocating for my students of color.

ISBN: 9781321756210Subjects--Topical Terms:

2122919
Multicultural Education.

A self-study examining how, I as a teacher of color, can strengthen my use of culturally responsive pedagogy to educate children of color in my preschool classroom.
LDR:02657nmm a2200289 4500 001 2073963
005 20160927021452.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321756210
035 $a (MiAaPQ)AAI1588944
035 $a AAI1588944
040 $a MiAaPQ $c MiAaPQ
100 1 $a Townsend, Cierra. $3 3189256
245 1 2 $a A self-study examining how, I as a teacher of color, can strengthen my use of culturally responsive pedagogy to educate children of color in my preschool classroom.
300 $a 80 p.
500 $a Source: Masters Abstracts International, Volume: 54-05.
500 $a Advisers: Julie Nicholson; Linda Perez.
502 $a Thesis (M.A.)--Mills College, 2015.
520 $a The purpose of this self-study is to examine how I, as a teacher of color, could be a more culturally responsive teacher to my students of color and specifically, how I can use critical race theory to inform my teaching practice. Data, in the form of journal reflections, lesson plans, and conversations with my cooperating teacher, were collected during a 2 month period at my teaching placement in an urban special education preschool in the Bay Area. Data were analyzed using an ongoing critical peer review process. Findings suggest using critical race theory and culturally responsive pedagogy helped me to learn important ideas about strengthening my practice such as: (a) recognizing the need to think about what children are trying to communicate to me through their challenging behaviors, (b) the importance of connecting my curriculum to larger systems of inequity including food justice and health disparities in urban communities, (c) challenging the status quo of incorporating dominant holiday celebrations in ECE classrooms and (d) the importance of taking a strengths-based approach when working with families that are diverse in language and in culture. Findings are discussed in relationship to critical race theory, culturally responsive teaching, and my identity as a teacher of color. In the future I want to continue to strengthen my practice by making a shift toward culturally sustaining pedagogy as well as continue to reflect on how critical race theory can provide me with a strengths-based lens for educating and advocating for my students of color.
520 $a Keywords: culturally responsive teaching, students of color, teacher of color, critical race theory, early childhood education.
590 $a School code: 1069.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Early childhood education. $3 518817
690 $a 0455
690 $a 0518
710 2 $a Mills College. $b Education - Early Childhood Education. $3 3176423
773 0 $t Masters Abstracts International $g 54-05(E).
790 $a 1069
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588944