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A case study of preschool teacher expectations and teacher-student interactions

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TitleInfo
Title
A case study of preschool teacher expectations and teacher-student interactions
Name (type = personal)
NamePart (type = family)
Sansone
NamePart (type = given)
Angela
NamePart (type = date)
1980-
DisplayForm
Angela Sansone
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
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Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Hyland
NamePart (type = given)
Nora
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Nora Hyland
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Golbeck
NamePart (type = given)
Susan
DisplayForm
Susan Golbeck
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Public preschool in NJ is a targeted program aimed at ameliorating the effects of disadvantage by readying children for school. Recent research (Ladson-Billings, 2009; Chien, Howes, Pianta, Burchinal, Ritchie, Bryant, Clifford, Early, and Barbarin, 2010) suggests that teachers may vary their interactions with children in these programs based on their expectations of academic need and that these expectations may be mediated by race and class. The purpose of this qualitative case study was to examine teacher-student interactions in a local urban preschool program where the teacher and students racial, ethnic, and socio-economic status differ. The research questions that guided this study are: What do teacher-student interactions look like in the preschool classroom when teachers’ and children’s backgrounds differ? a) What are teachers’ expectations of their preschool students? b) How do teachers convey their expectations to their students? c) What do the students perceive are the expectations that their teachers have of them? Qualitative data was collected in two pubic preschool classrooms through interviews, observations and document analysis. Classroom teachers were interviewed three times using a semi structured protocol aimed at understanding each teacher’s responses and expectations of students. Two interviews were also conducted with each of the four student participants to elicit their views of life in preschool. Classroom observations of whole group and small group instructional events captured descriptive information about teacher-student interactions. Documents, such as lesson plans, provided insight into teachers planning for students and were collected to triangulate data. The results of this study show that both teachers had an academic agenda that focused on skills rather than substance. Overlooking what the children could do, both teachers taught academic content to their Black students in the same way, almost as routine. The knowledge and ii competencies that children brought with them into the classroom were overlooked and as a consequence, neither teacher is really getting the children to the levels of literacy and numeracy that they need to be at to be successful in kindergarten. The children were aware of their teachers’ expectations of them: that the wanted them to learn, not excel, but just get through the basics.
Subject (authority = RUETD)
Topic
Early Childhood/Elementary Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5390
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
ix, 156 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Angela Sansone
Subject (authority = ETD-LCSH)
Topic
Education, Preschool--New Jersey--Case studies
Subject (authority = ETD-LCSH)
Topic
Teacher-student relationships--New Jersey--Case studies
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3GT5KFG
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Sansone
GivenName
Angela
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-04-06 19:05:21
AssociatedEntity
Name
Angela Sansone
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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