Identifying Strategies of Culturally Relevant and Developmentally Appropriate Instructional Practices for African American Prekindergarten Children through Individualized Preservice and In-Service Professional Development for Early Childhood Administrators and Educators
<p> The purpose of this qualitative research study was to explore how instructors became aware of culturally relevant teaching (CRT) and developmentally appropriate practices (DAP) that support African American students’ academic achievement. The Grounded Theory approach was used to...
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| Language: | EN |
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Pepperdine University
2018
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=10746496 |