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Teachers' knowledge about African American children and culture and the development of culturally inclusive curriculum for African American students
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Teachers' knowledge about African American children and culture and the development of culturally inclusive curriculum for African American students
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Teachers' knowledge about African American children and culture and the development of culturally inclusive curriculum for African American students
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Dissertation
Teachers' knowledge about African American children and culture and the development of culturally inclusive curriculum for African American students
1992
Overview
The purpose of this qualitative study was to offer an ideal environment, which was defined as a one-semester graduate course, where teachers could be exposed to sound theoretical information about African American learners through research, literature and actual classroom inquiry. The main research questions posed in this study were: (1) What kind of environment is needed to encourage reflective thinking and support teachers in their process of becoming culturally inclusive curriculum developers? and (2) What social or curricular features of the study enabled teachers to become more willing to put their beliefs into practice. Key findings of the study were that teachers needed supportive and collaborative environments to enable them to obtain the insights needed to create curriculum that address the diverse needs of their African American students. Recommendations were made from the research findings which would impact undergraduate teacher education methodology and state policy in regards to curriculum development.
