"My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families

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Stephanie C. Smith
Tina M. Smith-Bonahue
Olivia R. Soutullo

Abstract

Family engagement in young children’s education is widely touted as valuable, but challenging, particularly for teachers in high need, highly diverse schools. Professional development efforts in this area often fall short, in part due to the difficulty inherent in changing teachers’ attitudes and beliefs. This study uses Kegan’s (1982) Constructive Developmental theory as a framework for understanding teachers’ belief changes as the result of course designed to improve family-school engagement.

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Author Biographies

Stephanie C. Smith, University of Illinois at Urbana Champaign

Assistant Professor of Curriculum and Instruction at the University of Illinois at Urbana Champaign, Specializing in Early Childhood Education

Tina M. Smith-Bonahue, University of Florida

Associate Professor and Graduate Coordinator,

School of Special Education, School Psychology, and Early Childhood Studies

Olivia R. Soutullo, University of Florida

School Psychology Doctoral Student