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Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois

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Title: Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois
Language: English
Authors: Heineke, Amy, Kennedy, Adam, Lees, Anna
Source: Early Childhood Research & Practice. Fall 2013 15(2).
Availability: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Peer Reviewed: Y
Page Count: 14
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Information Analyses
Education Level: Early Childhood Education
Postsecondary Education
Higher Education
Descriptors: Early Childhood Education, Preschool Teachers, Student Diversity, English Language Learners, Field Experience Programs, Teacher Education Programs, Multicultural Education, Partnerships in Education, Vignettes, Educational Policy, School Community Programs, Community Education, Ethnic Diversity
Geographic Terms: Illinois
ISSN: 1524-5039
Abstract: Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related to early childhood teacher education. The program, Teaching, Learning, and Leading with Schools and Communities (TLLSC), collaborates with school and community partners in the area to equip teachers to meet the needs of young culturally and linguistically diverse children and their families. Four video vignettes provide examples of and perspectives on participation in the TLLSC program. In these vignettes, childhood administrators, educators, undergraduate students, and teacher preparation faculty discuss their experiences with Loyola's field-based teacher preparation. The authors address implications of early childhood teacher preparation for cultural and linguistic diversity in Illinois.
Abstractor: As Provided
Number of References: 50
Entry Date: 2014
Accession Number: EJ1020692
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Research+%26+Practice%22"><i>Early Childhood Research & Practice</i></searchLink>. Fall 2013 15(2).
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  Data: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Evaluative<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Programs%22">School Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Education%22">Community Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Diversity%22">Ethnic Diversity</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: 1524-5039
– Name: Abstract
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  Data: Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related to early childhood teacher education. The program, Teaching, Learning, and Leading with Schools and Communities (TLLSC), collaborates with school and community partners in the area to equip teachers to meet the needs of young culturally and linguistically diverse children and their families. Four video vignettes provide examples of and perspectives on participation in the TLLSC program. In these vignettes, childhood administrators, educators, undergraduate students, and teacher preparation faculty discuss their experiences with Loyola's field-based teacher preparation. The authors address implications of early childhood teacher preparation for cultural and linguistic diversity in Illinois.
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  Data: 2014
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  Data: EJ1020692
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Multicultural Education
        Type: general
      – SubjectFull: Partnerships in Education
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      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: School Community Programs
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      – SubjectFull: Community Education
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      – SubjectFull: Ethnic Diversity
        Type: general
      – SubjectFull: Illinois
        Type: general
    Titles:
      – TitleFull: Preparing Early Childhood Educators for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois
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