Literaturnachweis - Detailanzeige
Autor/in | Adai, Jennifer Keys |
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Titel | Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs |
Quelle | In: Education Policy Analysis Archives, 24 (2016) 1, (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1068 2341 |
Schlagwörter | Immigrants; Early Childhood Education; Preschool Teachers; Ethnography; Video Technology; Immigration; Learner Engagement; Young Children; Teacher Background; Teacher Attitudes; Focus Groups; Interviews; Observation; Arizona; Iowa; New York; Tennessee Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ethnografie; Frühe Kindheit; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung |
Abstract | Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that support the presence and meaningful input of immigrant preschool teachers can help preschool sites be positive, rather than negative or indifferent, contexts of reception. (As Provided). |
Anmerkungen | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |