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Balancing personal values and belief...

LeJeune, Alison E.

Balancing personal values and beliefs with early childhood "best practices".

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Balancing personal values and beliefs with early childhood "best practices".
作者:	LeJeune, Alison E.
面頁冊數:	52 p.
附註:	Source: Masters Abstracts International, Volume: 50-06, page: 3522.
Contained By:	Masters Abstracts International50-06.
標題:	Education, General.
標題:	Education, Leadership.
ISBN:	9781267365989
摘要、提要註:	The purpose of this qualitative study was to explore how early education teachers balance their personal values and culture with the "best practices" of the center where they work. The United States is becoming more and more diverse but the systems we use to assess teachers and base curriculum remain dominated by one culture. A diverse sample of teachers were interviewed to learn about how they balance their personal culture with the "best practices" which are defined for the organization where they work. It was hypothesized that teachers would give examples of disequilibrium and share tensions in trying to balance their personal culture with the culture which defines quality. It was also hypothesized that teachers' strengths and funds of knowledge would be missed because they are not viewed as important by the dominant culture. Interview transcripts were coded and key themes emerged. Results supported hypotheses and showed teachers actively balancing a tensions between personal culture and culture of the workplace.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1511211

Balancing personal values and beliefs with early childhood "best practices".
LeJeune, Alison E.

Balancing personal values and beliefs with early childhood "best practices". - 52 p.

Source: Masters Abstracts International, Volume: 50-06, page: 3522.

Thesis (M.A.)--Mills College, 2012.

The purpose of this qualitative study was to explore how early education teachers balance their personal values and culture with the "best practices" of the center where they work. The United States is becoming more and more diverse but the systems we use to assess teachers and base curriculum remain dominated by one culture. A diverse sample of teachers were interviewed to learn about how they balance their personal culture with the "best practices" which are defined for the organization where they work. It was hypothesized that teachers would give examples of disequilibrium and share tensions in trying to balance their personal culture with the culture which defines quality. It was also hypothesized that teachers' strengths and funds of knowledge would be missed because they are not viewed as important by the dominant culture. Interview transcripts were coded and key themes emerged. Results supported hypotheses and showed teachers actively balancing a tensions between personal culture and culture of the workplace.

ISBN: 9781267365989Subjects--Topical Terms:

565457
Education, General.

Balancing personal values and beliefs with early childhood "best practices".
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100 1 $a LeJeune, Alison E. $3 565509
245 1 0 $a Balancing personal values and beliefs with early childhood "best practices".
300 $a 52 p.
500 $a Source: Masters Abstracts International, Volume: 50-06, page: 3522.
500 $a Advisers: Priya Shimpi; Vicki VanSteenberg.
502 $a Thesis (M.A.)--Mills College, 2012.
520 $a The purpose of this qualitative study was to explore how early education teachers balance their personal values and culture with the "best practices" of the center where they work. The United States is becoming more and more diverse but the systems we use to assess teachers and base curriculum remain dominated by one culture. A diverse sample of teachers were interviewed to learn about how they balance their personal culture with the "best practices" which are defined for the organization where they work. It was hypothesized that teachers would give examples of disequilibrium and share tensions in trying to balance their personal culture with the culture which defines quality. It was also hypothesized that teachers' strengths and funds of knowledge would be missed because they are not viewed as important by the dominant culture. Interview transcripts were coded and key themes emerged. Results supported hypotheses and showed teachers actively balancing a tensions between personal culture and culture of the workplace.
590 $a School code: 1069.
650 4 $a Education, General. $3 565457
650 4 $a Education, Leadership. $3 506672
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710 2 $a Mills College. $b School of Education. $3 565506
773 0 $t Masters Abstracts International $g 50-06.
790 $a 1069
791 $a M.A.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1511211

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