Research in Early Childhood

Nolan, Andrea; Macfarlane, Kym Majella; Cartmel, Jennifer

doi:10.4135/9781526490728

Cited by 36 publications

(17 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study adopted a qualitative approach featuring a multiple case study (Nolan, Macfarlane and Cartmel, 2013;Yin, 2014) which included qualitative and quantitative data. The ases e e th ee different learning environments in one early childhood setting for 4-5-year-old children in a suburban primary school in the English midlands: (i) an indoor classroom with provision for all statutorily required areas of learning (DfE, 2014), (ii) an outdoor classroom that was accessible from the indoor classroom on a free flow basis and mirrored the indoor activities and (iii) a natural environment outdoors which was a forest school on the school site.…”

Section: Research Strategymentioning

confidence: 99%

“…During data collection, the researcher as participant observer consistently adhered to ethical considerations. Much is written about the protection of children who are directly involved in research (Palaiologou, 2012;Mukherji and Albon, 2010;Nolan et al, 2013), and this study focused on ethical conduct regarding not only the key participants but all children in the setting. For example, because all children in the setting liked the backpacks, all were offered backpacks, ensuring equal respect and consideration O 'eilly et al, 2013).…”

Section: Ethicsmentioning

confidence: 99%

See 1 more Smart Citation

Are young children’s utterances affected by characteristics of their learning environments? A multiple case study

Richardson

Murray

2016

Early Child Development and Care

View full text Add to dashboard Cite

Within English early childhood education, there is emphasis on improving speech and language development as well as a drive for outdoor learning. This paper synthesises both aspects to consider whether or not links exist between the environment and the uality of you g hild e 's utte a es as part of their speech and language development and if so, the nature of those links. In a small-scale case study, data were captured in a natural environment and in indoor and outdoor classrooms. The quality of utterances was analysed using Type/Token Ratios (TTR) analysis. Findings indicate that participa t's spee h uality diffe ed a o di g to e vi o e t. Child e 's lexical diversity was richer in a natural environment than in indoor and outdoor classrooms, which produced mirrored outcomes. The findings suggest that within the natural environment, where learning is child-initiated, the quality of utterances manifest in ways not found in indoor or outdoor classrooms, where learning is adult led.

show abstract

Section: Research Strategymentioning

confidence: 99%

Section: Ethicsmentioning

confidence: 99%

Are young children’s utterances affected by characteristics of their learning environments? A multiple case study

Richardson

Murray

2016

Early Child Development and Care

View full text Add to dashboard Cite

show abstract

“…Data were analyzed using qualitative approaches (Mukherji and Albon, 2010;Nolan, Macfarlane, & Cartmel, 2013). The researcher looked for patterns in the information gathered to generate themes.…”

Section: Discussionmentioning

confidence: 99%

Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

Nganga¹

2015

JCT

View full text Add to dashboard Cite

The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions, weekly reflective writings, evaluation of a children's books, and notes from the researcher's observation were analyzed qualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-bias curriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-service teachers not only developed a better understanding of anti-bias curriculum, but they also gained essential self-awareness in diversity contexts.

show abstract

“…For example, if a person is from Bali they connect to Balinese culture." Data was analyzed using qualitative approaches (Mukherji & Albon, 2010;Nolan et al, 2013). Patterns were gleaned from the data and subsequently coded into themes.…”

Section: Methodsmentioning

confidence: 99%

A Case Study for Culturally Responsive Teaching in Glodok, Jakarta, Indonesia: the Negotiation of Identity and Instruction for a Chinese-Indonesian Educator

Douglas

2020

International Journal of Chinese Education

View full text Add to dashboard Cite

This paper documents what culturally responsive teaching means for a teacher who is a member of a minority community of ethnic Chinese in Glodok (Chinatown), Jakarta, Indonesia. Culturally responsive teaching (CRT) in Indonesia has traditionally meant implementing an indigenous, Javanese-centered curriculum where ethic Chinese identity was disparaged. The data collected in this study illustrates how an educator must negotiate identity and instruction of CRT to students of her own ethnic group with whom she does not share a cultural identity. The broader significance of this study is understanding how educators from marginalized or minority communities are vital to the creation of dialogue within the constructs of culturally responsive teaching. This study illustrates the necessity to not make assumptions that educators from culturally and linguistically diverse communities are naturally predisposed to engage in CRT; this reinforces the urgency that all teachers need proper training in order to effectively employ culturally responsive teaching regardless of ethnicity, race, or culture.

show abstract

Research in Early Childhood

Cited by 36 publications

References 0 publications

Are young children’s utterances affected by characteristics of their learning environments? A multiple case study

Are young children’s utterances affected by characteristics of their learning environments? A multiple case study

Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

A Case Study for Culturally Responsive Teaching in Glodok, Jakarta, Indonesia: the Negotiation of Identity and Instruction for a Chinese-Indonesian Educator

Contact Info

Product

Resources

About