عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL4wd130qd
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
A cultural communities approach to teacher early literacy practices
نام عام مواد
[Thesis]
نام نخستين پديدآور
Garrity, Sarah M.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
UC San Diego
تاریخ نشرو بخش و غیره
2011
یادداشتهای مربوط به پایان نامه ها
کسي که مدرک را اعطا کرده
UC San Diego
امتياز متن
2011
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Increased awareness of the school readiness gap, particularly for students from ethnic and linguistically diverse backgrounds, has led policy makers, researchers, and practitioners to examine the quality of language and literacy experiences of low income preschoolers. This nested case study used a mixed methods design to describe teacher language and literacy practices in a Head Start program serving predominantly dual language Mexican heritage children. Adopting a sociocultural perspective on literacy development, the research used the construct of cultural communities to examine the role of teacher beliefs, values and goals for children on espoused and enacted early literacy practices. Findings indicated a complex relationship between espoused and enacted practices that could be traced to teachers' participation in various and overlapping cultural communities. Teachers in the study struggled to name research based practices and while effective strategies were observed, they did not occur with sufficient frequency or duration to lead to improved educational outcomes for children at risk. Physical, cultural, and linguistic context mediated teacher practices in complex and multifaceted ways, which emerged as a major finding of the study. In addition, data pointed to a lack of intentional teaching and deep understanding of early childhood development in general and early language and literacy in particular. Important implication for practice emerged, including the need to continue to explore pre-service education, the role of leadership in early childhood education, and the affect of teacher beliefs on practices, including those for dual language learners
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Garrity, Sarah M.
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
UC San Diego
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
