Abstract
Recent studies on urban preschoolers’ school readiness have focused on racial differences in performance on standardized assessments. A critical factor in the performance gap between children from White and minority backgrounds is teachers’ ability to work effectively with children from diverse economic and racial backgrounds. In this study, three White, veteran preschool directors in programs that serve children from low-income, minority backgrounds in an urban area shared their perceptions of this problem and ways to address it. This study used a focus group method to find effective professional development models that improve teachers’ practices and urban preschoolers’ school readiness .
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Nelson, R.F. (2011). The School Readiness of Preschoolers from Urban Backgrounds. In: Laverick, D., Renck Jalongo, M. (eds) Transitions to Early Care and Education. Educating the Young Child, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0573-9_10
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DOI: https://doi.org/10.1007/978-94-007-0573-9_10
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