Providing Early Childhood Teachers with Opportunities to Understand Diversity and the Achievement GapReport as inadecuate




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SRATE Journal, v19 n1 p36-43 Win 2009-2010

High quality teaching--providing children with support, feedback, and positive communication--is associated with closing the achievement gap between minority and majority children. It is important for students in teacher preparation programs to understand changes in curricular approaches to diversity--from the color-blind approach, to multiculturalism, to anti-bias curriculum--to help them better understand factors related to the current achievement gap. Strategies are suggested for acknowledging differences between children from different cultural groups without developing a pedagogy of poverty, that may result in lowered expectations of children from minority and low-income families.

Descriptors: Achievement Gap, Cultural Pluralism, Low Income Groups, Teaching Methods, Change Strategies, Educational Strategies, Educational Practices, Teacher Education Curriculum, Teacher Education Programs, Culturally Relevant Education, Multicultural Education, Educational Development, Early Childhood Education, Student Diversity, Educational Opportunities, Educational Needs, Preservice Teachers

Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org





Author: Meece, Darrell; Wingate, Kimberly O-Kelley

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4264&id=EJ948686



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