Literaturnachweis - Detailanzeige
| Autor/inn/en | Sanders, Kay; Downer, Jason |
|---|---|
| Titel | Predicting Acceptance of Diversity in Pre-Kindergarten Classrooms |
| Quelle | In: Early Childhood Research Quarterly, 27 (2012) 3, S.503-511 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0885-2006 |
| DOI | 10.1016/j.ecresq.2011.12.001 |
| Schlagwörter | Bilingual Education; Ethnic Diversity; Student Diversity; Cultural Pluralism; Preschool Teachers; Teacher Characteristics; Classroom Environment; Family Income; Poverty; Minority Group Teachers; Hispanic Americans |
| Abstract | This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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