{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1425"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1425","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Fostering culturally responsive teaching in an urban preschool: a qualitative case study","abstract":"Preschool years are significantly important for students in urban districts. Early childhood helps set the foundation for learning about school culture. Students who are able to connect their home environment to the school environment tend to do better in their academic setting. Fostering a pedagogy that is culturally sensitive to students is a teaching stance that enables success with curriculum and addresses the inequities that accompany low socioeconomic students. The purpose of this qualitative case study is to explore four urban teachers' formal understanding of culturally responsive pedagogy within an urban preschool. The teachers' espoused and enacted practice formulated the content of professional development workshops to help transform their current pedagogy.","abstract_html":"Preschool years are significantly important for students in urban districts. Early childhood helps set the foundation for learning about school culture. Students who are able to connect their home environment to the school environment tend to do better in their academic setting. Fostering a pedagogy that is culturally sensitive to students is a teaching stance that enables success with curriculum and addresses the inequities that accompany low socioeconomic students. The purpose of this qualitative case study is to explore four urban teachers' formal understanding of culturally responsive pedagogy within an urban preschool. 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Fostering a pedagogy that is culturally sensitive to students is a teaching stance that enables success with curriculum and addresses the inequities that accompany low socioeconomic students. The purpose of this qualitative case study is to explore four urban teachers' formal understanding of culturally responsive pedagogy within an urban preschool. The teachers' espoused and enacted practice formulated the content of professional development workshops to help transform their current pedagogy."]},{"key":"dc:title","label":"Title","values":["Fostering culturally responsive teaching in an urban preschool: a qualitative case study"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["Jones, Denise"],"dc:date.available":["2020-03-03T19:59:08Z"],"dc:description.abstract":["Preschool years are significantly important for students in urban districts. Early childhood helps set the foundation for learning about school culture. 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