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Beliefs and practices of anti-bias c...

The Florida State University.

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Beliefs and practices of anti-bias curriculum in early childhood settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beliefs and practices of anti-bias curriculum in early childhood settings./
作者:	Lin, Yenlin Miranda.
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4624.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3340733
ISBN:	9780549956464

Beliefs and practices of anti-bias curriculum in early childhood settings.
Lin, Yenlin Miranda.

Beliefs and practices of anti-bias curriculum in early childhood settings. - 156 p.

Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4624.

Thesis (Ph.D.)--The Florida State University, 2008.

The ever-changing composition of early childhood classrooms brings many challenges as well as chances for teachers to be more responsive to the needs of children from different backgrounds. In order to better prepare early childhood teachers to meet the challenges presented by an increasingly diverse student body, this case study explored teachers' beliefs and practices of anti-bias curriculum in stated funded preschool, kindergarten, and 2-3 grade settings.

ISBN: 9780549956464Subjects--Topical Terms:

1017530
Education, Early Childhood.

Beliefs and practices of anti-bias curriculum in early childhood settings.
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245 1 0 $a Beliefs and practices of anti-bias curriculum in early childhood settings.
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500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4624.
502 $a Thesis (Ph.D.)--The Florida State University, 2008.
520 $a The ever-changing composition of early childhood classrooms brings many challenges as well as chances for teachers to be more responsive to the needs of children from different backgrounds. In order to better prepare early childhood teachers to meet the challenges presented by an increasingly diverse student body, this case study explored teachers' beliefs and practices of anti-bias curriculum in stated funded preschool, kindergarten, and 2-3 grade settings.
520 $a Data of this study were collected through document analysis, interviews, observations, and surveys. Qualitative analysis of the data revealed the factors that challenged teachers' practices of anti-bias teaching as well as the aspects that contributed to their continuous efforts to implement an anti-bias curriculum with the regular curriculum. The results of the study indicate teachers' classroom practice was strongly influenced by their beliefs as suggested by the belief systems theory (Rokeach, 1968) and their beliefs and practices were congruent across the three settings.
520 $a The results of this study ought to be considered to be the thinking tool for future discussion and research. This study seeks to support the need for better teacher preparation in the area of diversity education and multicultural studies. Additionally, the need for collaboration among colleagues, children's families, and support from the administration is called for. The results of the study also led to recommendations for future research in the areas of anti-bias teaching and early childhood education.
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