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

Finding the Voice of the Early Autho...

Coulthard, Catherine.

Linked to FindBook

Google Book

Amazon

博客來

Finding the Voice of the Early Author: The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Finding the Voice of the Early Author: The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families./
Author:	Coulthard, Catherine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	306 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634692
ISBN:	9780355532579

Finding the Voice of the Early Author: The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
Coulthard, Catherine.

Finding the Voice of the Early Author: The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 306 p.

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2017.

This study examined the impacts of implementing a self-authored, dual language identity text program into an existing Aboriginal Head Start preschool program. First Nation, Metis, and Inuit (FNMI) preschool children and families, and educators were co-researchers in the blended Indigenous influenced, participatory action research study which spanned a one-year school timeline and research phase. This study includes an autoethnographic account of a non-FNMI, or a settler author's personal journey of consciousness and understandings related to surfacing issues of a non-FNMI person doing research with FNMI peoples. The study was underpinned by theoretical frameworks centred on valuing the interconnectedness of the familial and contextual environment of children. Moreover, this research embraces the notion that knowledge is socially constructed to create meaningful change. With this in mind, the study was framed to acknowledge the children's participatory contributions to the study, guided by Indigenous knowledge and Collaborative Frameworks (2012), Bronfenbrenner's Ecological Systems Theory (1968), the Academic Expertise, and Societal Power Relations Empowerment (Cummins, 2001), and Cummins' and Early's Literacy Engagement framework (Cummins & Early, 2011).

ISBN: 9780355532579Subjects--Topical Terms:

518817
Early childhood education.

Finding the Voice of the Early Author: The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
LDR:02780nmm a2200325 4500 001 2160202
005 20180724100528.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355532579
035 $a (MiAaPQ)AAI10634692
035 $a (MiAaPQ)toronto:16318
035 $a AAI10634692
040 $a MiAaPQ $c MiAaPQ
100 1 $a Coulthard, Catherine. $3 3348109
245 1 0 $a Finding the Voice of the Early Author: The Impact of a Self-Authoring Program Among First Nations, Metis, and Inuit Preschool Children and Families.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 306 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: James Cummins.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2017.
520 $a This study examined the impacts of implementing a self-authored, dual language identity text program into an existing Aboriginal Head Start preschool program. First Nation, Metis, and Inuit (FNMI) preschool children and families, and educators were co-researchers in the blended Indigenous influenced, participatory action research study which spanned a one-year school timeline and research phase. This study includes an autoethnographic account of a non-FNMI, or a settler author's personal journey of consciousness and understandings related to surfacing issues of a non-FNMI person doing research with FNMI peoples. The study was underpinned by theoretical frameworks centred on valuing the interconnectedness of the familial and contextual environment of children. Moreover, this research embraces the notion that knowledge is socially constructed to create meaningful change. With this in mind, the study was framed to acknowledge the children's participatory contributions to the study, guided by Indigenous knowledge and Collaborative Frameworks (2012), Bronfenbrenner's Ecological Systems Theory (1968), the Academic Expertise, and Societal Power Relations Empowerment (Cummins, 2001), and Cummins' and Early's Literacy Engagement framework (Cummins & Early, 2011).
520 $a Through cyclical reflective practices, the co-researchers in this study found suggestive evidence of the positive impacts of the project for the children, their families, the staff, and the original author with regards to sense-of-self and cultural identity. This study can inform practice in early childhood education, specifically with respect to the provision of culturally relevant educational resources and programming for FNMI children.
590 $a School code: 0779.
650 4 $a Early childhood education. $3 518817
650 4 $a Native American studies. $3 2122730
650 4 $a Bilingual education. $3 2122778
690 $a 0518
690 $a 0740
690 $a 0282
710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 3168339
773 0 $t Dissertation Abstracts International $g 79-05A(E).
790 $a 0779
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10634692