Culturally Responsive Instruction in Early Childhood Education in Tanzania: Teachers’ Beliefs and Instructional Challenges
Author:
Funder
University of Dar es Salaam Competitive and Innovation Grant
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01517-4.pdf
Reference61 articles.
1. Ainsworth, M. T., Ortlieb, E., Cheek, E. H. Jr., Pate, R. S., & Fetters, C. (2012). First-grade teachers’ perception and implementation of a semi-scripted reading curriculum. Language and Education, 26(1), 77–90. https://doi.org/10.1080/09500782.2011.618540
2. Amani, J., & Mgaiwa, S. J. (2023). Bringing students’ culture into the classroom: Perspectives of pre-primary teachers and parents on culturally-responsive instruction in Tanzania. Education 3–13. https://doi.org/10.1080/03004279.2023.2175617
3. Basckin, C., Strnadova, I., & Cumming, T. M. (2021). Teacher beliefs about evidence-based practice: A systematic review. International Journal of Educational Research, 106, 101727. https://doi.org/10.1016/j.ijer.2020.101727
4. Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
5. Bates, B. (2019). Learning Theories simplified: And how to apply them to teaching. SAGE Publications Limited.
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