東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Context matters: African-American te...

Bradley, Jennifer.

Linked to FindBook

Google Book

Amazon

博客來

Context matters: African-American teachers theorize developmentally appropriate practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Context matters: African-American teachers theorize developmentally appropriate practice./
Author:	Bradley, Jennifer.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3291.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3233418
ISBN:	9780542870361

Context matters: African-American teachers theorize developmentally appropriate practice.
Bradley, Jennifer.

Context matters: African-American teachers theorize developmentally appropriate practice. - 142 p.

Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3291.

Thesis (Ph.D.)--Temple University, 2006.

This research project explores the cultural critique of Developmentally Appropriate Practice. A mixed-methods study was designed using a critical ethnographic approach to examine how African-American teachers understand, implement, and theorize Developmentally Appropriate Practice. 52 African-American teachers serving preschoolers from low-income, urban childcare centers were observed, interviewed and administered the Teacher Questionnaire. Findings show that teachers in the study fell into one of two groups: teachers familiar with DAP (46%) and teachers unfamiliar with DAP (54%), with statistically significant differences between these two groups. Teachers in both groups supported developmentally appropriate instructional activities and ideas, but they also rejected the notion of many developmentally inappropriate activities and materials (as prescribed in the DAP guidelines). Finally, teacher critique of DAP had three dominant strands: the top-down mandate, the structural and universal critique, and the disconnect with the African-American community. These three strands were analyzed using the theoretical constructs of power, voice, legitimization of knowledge, and reproduction theory.

ISBN: 9780542870361Subjects--Topical Terms:

1017673
Black Studies.

Context matters: African-American teachers theorize developmentally appropriate practice.
LDR:02098nmm 2200277 4500 001 1833725
005 20071112133542.5
008 130610s2006 eng d
020 $a 9780542870361
035 $a (UMI)AAI3233418
035 $a AAI3233418
040 $a UMI $c UMI
100 1 $a Bradley, Jennifer. $3 1922409
245 1 0 $a Context matters: African-American teachers theorize developmentally appropriate practice.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3291.
500 $a Adviser: Kathleen Shaw.
502 $a Thesis (Ph.D.)--Temple University, 2006.
520 $a This research project explores the cultural critique of Developmentally Appropriate Practice. A mixed-methods study was designed using a critical ethnographic approach to examine how African-American teachers understand, implement, and theorize Developmentally Appropriate Practice. 52 African-American teachers serving preschoolers from low-income, urban childcare centers were observed, interviewed and administered the Teacher Questionnaire. Findings show that teachers in the study fell into one of two groups: teachers familiar with DAP (46%) and teachers unfamiliar with DAP (54%), with statistically significant differences between these two groups. Teachers in both groups supported developmentally appropriate instructional activities and ideas, but they also rejected the notion of many developmentally inappropriate activities and materials (as prescribed in the DAP guidelines). Finally, teacher critique of DAP had three dominant strands: the top-down mandate, the structural and universal critique, and the disconnect with the African-American community. These three strands were analyzed using the theoretical constructs of power, voice, legitimization of knowledge, and reproduction theory.
590 $a School code: 0225.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0325
690 $a 0518
710 2 0 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 67-09A.
790 1 0 $a Shaw, Kathleen, $e advisor
790 $a 0225
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3233418