NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ948686
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1068-1752
Providing Early Childhood Teachers with Opportunities to Understand Diversity and the Achievement Gap
Meece, Darrell; Wingate, Kimberly O'Kelley
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.
Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A