A Qualitative Case Study of Teachers' Perceptions and Practices in Social Justice Education and the Perceived Implications for K-2nd Grade Children

Autor/in	Lageson, Tina Marie
Titel	A Qualitative Case Study of Teachers' Perceptions and Practices in Social Justice Education and the Perceived Implications for K-2nd Grade Children
Quelle	(2017), (233 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Concordia University (Oregon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-1898-7
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Teacher Attitudes; Educational Practices; Teaching Methods; Social Justice; Early Childhood Education; Elementary School Students; Urban Schools; Instruction; Data Collection; Interviews; Child Development; Data Analysis; Cultural Awareness; Student Empowerment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching process; Unterrichtsprozess; Data capture; Datensammlung; Interviewing; Interviewtechnik; Kindesentwicklung; Auswertung; Cultural identity; Kulturelle Identität; Studienberechtigung
Abstract	This qualitative case study explored the perceptions and practices of three teachers who teach social justice concepts in kindergarten and 2nd grade classrooms in an urban school district in the Northwest region of the United States. The research sought to answer the following central questions: (a) What do teachers perceive about how instruction on social justice concepts impact early grade learners in classroom settings? (b) What do teachers perceive about how this instruction influences learner perceptions regarding their role in society? Through a three-phase data collection approach that included teacher and parent interviews, teacher observations with observation debrief, and student artifact review, information was gathered to describe how teachers perceive social justice teaching, teaching practices the case study participants used to support social justice teaching, and teachers' perceptions of child development with regard to social justice capacities. Data analysis showed that participants perceived social justice through a combination of social justice lenses. Teachers perceived the use of literature, class discussion and current events as essential teaching practices during social justice oriented lessons. The descriptive case study for the three teachers selected revealed five themes through data analysis. Teachers perceived social justice concept instruction as: enhancing students' skills for participating in a diverse society; growing, challenging, and transforming students' understanding of the world; fostering awareness of the inequalities and injustices that exist in the world; building empathy; and teachers perceived instruction as empowering students to consider themselves as social actors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01