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Interrogating Assumptions of Home-School Relationship Discourse: Creating Future Teachers Cognizant of Differences in Socially Constructed Perspectives About Schooling |
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Abstract:
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As P12 schools become increasingly diverse, teachers must be cognizant of their beliefs about children who come from low socio-economic backgrounds and culturally diverse homes. What are the unexamined beliefs? How might those beliefs translate into actions? |
Most Common Document Word Stems:
class (39), school (35), middl (30), cultur (19), parent (15), children (14), teacher (14), student (12), social (10), low (9), divers (8), brantling (8), 2000 (7), may (7), belief (7), educ (7), statement (6), 2003 (6), kenni (6), polici (6), research (6), |
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Association:
Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org
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Citation:
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MLA Citation:
| Gatimu, Wangeci. "Interrogating Assumptions of Home-School Relationship Discourse: Creating Future Teachers Cognizant of Differences in Socially Constructed Perspectives About Schooling" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Jan 26, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p36275_index.html> |
APA Citation:
| Gatimu, W. , 2006-01-26 "Interrogating Assumptions of Home-School Relationship Discourse: Creating Future Teachers Cognizant of Differences in Socially Constructed Perspectives About Schooling" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p36275_index.html |
Publication Type: Roundtable
Abstract: As P12 schools become increasingly diverse, teachers must be cognizant of their beliefs about children who come from low socio-economic backgrounds and culturally diverse homes. What are the unexamined beliefs? How might those beliefs translate into actions? |
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| Document Type: |
PDF |
| Page count: |
4 |
| Word count: |
1619 |
| Text sample: |
| Interrogating assumptions of home-school relationship discourse: creating future teachers cognizant of differences in socially constructed perspectives about schooling. Section 1: Content A. Statement of the Issue As P12 schools increasingly become diverse the beliefs of future teachers about students from low social economic backgrounds need to be examined and made explicit. The category “low social economic background” includes children from multiple and diverse family situations. To illustrate an example of unexamined beliefs I begin by quoting a recent response |
| mothers. Journal of curriculum studies 30(4) 431-460. Kenny L. D. (2000) Daughters of suburbia : growing up white middle class and female New Brunswick NJ : Rutgers University Press Lareau A. (2000) Home Advantage : Social Class And Parental Intervention In Elementary Education. New York : Falmer Press Mehan H. (1992) Understanding inequality in schools: The contribution of interpretative studies. Sociology of Education 65 (1) 1-20. Useem E.L. (1992). Middle schools Math groups: Parent involvement in children’s placement. Sociology |
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