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"Seeing It in Action Is More Beneficial than Learning About It in School": A Multi-Case of Clinical Experiences and Culturally Responsive Literacy Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Seeing It in Action Is More Beneficial than Learning About It in School": A Multi-Case of Clinical Experiences and Culturally Responsive Literacy Instruction./
作者:	Schmidt, Leslie Watson.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	196 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28419824
ISBN:	9798728245681

"Seeing It in Action Is More Beneficial than Learning About It in School": A Multi-Case of Clinical Experiences and Culturally Responsive Literacy Instruction.
Schmidt, Leslie Watson.

"Seeing It in Action Is More Beneficial than Learning About It in School": A Multi-Case of Clinical Experiences and Culturally Responsive Literacy Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 196 p.

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2021.

This item must not be sold to any third party vendors.

This multiple case study explored the characteristics of clinical experiences that support preservice teachers' understandings of culturally responsive literacy in elementary classrooms. In particular, this study focused on capturing the voices and perspectives of three preservice teachers through semi-structured interviews, observations, and the collection of artifacts such as literacy lesson plans, journal entries, and photographs. Findings suggest that preservice teachers generally understand culturally responsive teaching as: (a) using a variety of diverse texts; (b) building a learning community that honors students' cultures, (c) maintaining high expectations for all students; and (d) teachers knowing their students in order to connect the course content to their lives, cultures, and interests based on their coursework and experiences in the clinical setting. Data also showed that clinical educators are the most influential characteristic of preservice teachers' understandings of culturally responsive literacy and being in the classroom setting is more influential than only learning about culturally responsive teaching through university coursework. Findings also indicate that preservice teachers are developing superficial understandings of culturally responsive teaching, suggesting implications for teacher education and preparation.

ISBN: 9798728245681Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Clinical experience

"Seeing It in Action Is More Beneficial than Learning About It in School": A Multi-Case of Clinical Experiences and Culturally Responsive Literacy Instruction.
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