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dc.contributor.authorGrant, Linda Jean
dc.date.accessioned2014-03-04T16:23:54Z
dc.date.available2014-03-04T16:23:54Z
dc.date.issued2009-05
dc.identifier.othergrant_linda_j_200905_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/grant_linda_j_200905_phd
dc.identifier.urihttp://hdl.handle.net/10724/25459
dc.description.abstractThis qualitative research project describes what I discovered, as a white teacher educator, as I explored the teacher-child relationships of five African American early childhood educators. Through classroom participation and observation using the Classroom Assessment Scoring System (CLASS), as well as personal interviews, I documented the teacher-child interactions of five African American teachers of preschoolers. The study also attempted to examine the perspective of the African American children themselves using the Young Children’s Appraisal of Teacher Support (Y-CATS), as well as children’s qualitative remarks. Using the framework of Black feminist epistemology, coupled with attachment theory and a socio-historical perspective, the study introduces the ways in which the pedagogical practices of these teachers might lead to new insight for white teacher educators about how they might better prepare preschool teachers to serve African American children more effectively.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectAfrican American preschool teachers, teacher-child relationships, early childhood education
dc.titleAfrican American preschool teachers and children explore teacher-child relationships with a white teacher educator
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorEarly Childhood Education
dc.description.advisorStacey Neuharth-Pritchett
dc.description.committeeStacey Neuharth-Pritchett
dc.description.committeePatricia Bell-Scott
dc.description.committeeDerrick Alridge


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