You are here

Beliefs and Practices of Anti‐Bias Curriculum in Early Childhood Settings by

Title: Beliefs and Practices of Anti‐Bias Curriculum in Early Childhood Settings by.
Name(s): Lin, Yenlin Miranda, author
Lake, Vickie E., professor directing dissertation
Readdick, Christine, outside committee member
Wolfgang, Charles, committee member
Jones, Ithel, committee member
School of Teacher Education, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2008
Publisher: Florida State University
Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The ever-changing composition of early childhood classrooms brings many challenges as well as chances for teachers to be more responsive to the needs of children from different backgrounds. In order to better prepare early childhood teachers to meet the challenges presented by an increasingly diverse student body, this case study explored teachers' beliefs and practices of anti-bias curriculum in stated funded preschool, kindergarten, and 2-3 grade settings. Data of this study were collected through document analysis, interviews, observations, and surveys. Qualitative analysis of the data revealed the factors that challenged teachers' practices of anti-bias teaching as well as the aspects that contributed to their continuous efforts to implement an anti-bias curriculum with the regular curriculum. The results of the study indicate teachers' classroom practice was strongly influenced by their beliefs as suggested by the belief systems theory (Rokeach, 1968) and their beliefs and practices were congruent across the three settings. The results of this study ought to be considered to be the thinking tool for future discussion and research. This study seeks to support the need for better teacher preparation in the area of diversity education and multicultural studies. Additionally, the need for collaboration among colleagues, children's families, and support from the administration is called for. The results of the study also led to recommendations for future research in the areas of anti-bias teaching and early childhood education.
Identifier: FSU_migr_etd-1338 (IID)
Submitted Note: A Dissertation Submitted to the School of Teacher Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy.
Degree Awarded: Summer Semester, 2008.
Date of Defense: June 27, 2008.
Keywords: Early Childhood Education, Teacher Education, Anti-Bias Curriculum, Teachers' Beliefs, Parents' Attitudes
Bibliography Note: Includes bibliographical references.
Advisory committee: Vickie E. Lake, Professor Directing Dissertation; Christine Readdick, Outside Committee Member; Charles Wolfgang, Committee Member; Ithel Jones, Committee Member.
Subject(s): Education
Persistent Link to This Record:
Use and Reproduction: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them.
Host Institution: FSU

Choose the citation style.
Lin, Y. M. (2008). Beliefs and Practices of Anti‐Bias Curriculum in Early Childhood Settings by. Retrieved from