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Teacher Preparation For Linguistically Rich Classrooms : A Qualitative Study Of Take-Up In Relation To Linguistically Responsive Teaching, Melissa A. Collucci

Theses, Dissertations and Culminating Projects

This qualitative study followed four urban early childhood teachers through their participation in a teacher education program designed to enhance their linguistically responsive teaching and into the first four months of the new school year in an effort to identify what the teachers indeed “took up” from the opportunities presented to them regarding linguistically responsive teaching. The sociocultural concept of funds of knowledge was used to frame this study and to ensure that each teacher’s work was analyzed with the understanding that individuals bring to each learning moment unique knowledge and knowhow that impacts learning and practice. All was undertaken …