ERIC Number: EJ1173449
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Deconstructing Teacher Quality in Urban Early Childhood Education
Young, Jemimah L.; Butler, Bettie Ray; Dolzhenko, Inna N.; Ardrey, Tameka N.
Journal for Multicultural Education, v12 n1 p25-34 2018
Purpose: The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers' educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach: Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children. Findings: Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice. Originality/value: Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.
Descriptors: Early Childhood Education, Educational Quality, Teacher Background, School Readiness, Kindergarten, African American Students, Urban Education, Preservice Teacher Education, Teacher Certification, Teacher Effectiveness, Educational Trends, Student Needs
Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: email@example.com; Web site: http://www.emeraldinsight.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A