Type of Document	Dissertation
Author	Lin, Yenlin Miranda
Author's Email Address	yml03@fsu.edu
URN	etd-07112008-130151
Title	Beliefs and Practices of Anti-bias Curriculum in Early Childhood Settings
Degree	Doctor of Philosophy
Department	Childhood Education, Reading and Disability Services, Department of
Advisory Committee	Advisor Name Title Vickie Lake Committee Chair Charles Wolfgang Committee Member Christine Readdick Committee Member Ithel Jones Committee Member
Keywords	Early Childhood Education Teacher Education Anti-Bias Curriculum Teachers' Beliefs Parents' Attitudes
Date of Defense	2008-06-27
Availability	unrestricted
Abstract The ever-changing composition of early childhood classrooms brings many challenges as well as chances for teachers to be more responsive to the needs of children from different backgrounds. In order to better prepare early childhood teachers to meet the challenges presented by an increasingly diverse student body, this case study explored teachers’ beliefs and practices of anti-bias curriculum in stated funded preschool, kindergarten, and 2-3 grade settings. Data of this study were collected through document analysis, interviews, observations, and surveys. Qualitative analysis of the data revealed the factors that challenged teachers’ practices of anti-bias teaching as well as the aspects that contributed to their continuous efforts to implement an anti-bias curriculum with the regular curriculum. The results of the study indicate teachers’ classroom practice was strongly influenced by their beliefs as suggested by the belief systems theory (Rokeach, 1968) and their beliefs and practices were congruent across the three settings. The results of this study ought to be considered to be the thinking tool for future discussion and research. This study seeks to support the need for better teacher preparation in the area of diversity education and multicultural studies. Additionally, the need for collaboration among colleagues, children’s families, and support from the administration is called for. The results of the study also led to recommendations for future research in the areas of anti-bias teaching and early childhood education.
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