出版社：LEARN (Leading English Education and Resource Network)
摘要：It has become widely understood that formal early childhood education can bean important factor in school success. Equally significant is the role of culture as adeterminant in negotiating school. Thereby, the inclusion of student culture remainsan important aspect in conversations on school success. This discourse is capable ofpromoting learning using the lives of students by building on what they already know,while offering opportunities for academic achievement. This study investigated howprofessional development workshops on culturally responsive practice for urbanpre-school teachers encouraged the examination of current classroom practices andoffered a process for transformation.
