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Kamiesha Vann, Ed.D., is a 2024 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University

Dr. Kamiesha Vann

Dissertation Committee:

  • Emiliano Gonzalez, PhD, Chairperson
  • Gary Delanoeye, EdD, Committee Member
  • Sarah Eckert, PhD, Committee Member

Keywords

culturally responsive anti-bias education, early childhood education, culturally sustaining education, teacher preparation

Document Type

Dissertation

Publication Date

2024

Abstract

This dissertation research reports on the development and implementation of a pre-pilot for early childhood preservice teachers based on seven specified learning modules on Culturally Responsive Anti-Bias Education (CRABE). In accordance with Pennsylvania’s Regulations, Professional Learning Standards, and Quality Rating Improvement Systems (QRIS), the learning modules were designed to prepare preservice teachers to teach diverse populations of students. This research has high implications for higher education, which plays a role in supporting preservice teachers through coursework and field experience. The topics of the learning modules are Demographics: There’s a Shift in Education, Preparing Preservice Teachers Through The Course Catalog, Introduction To Culturally Responsive Anti-Bias Education, Advancing Diversity, Equity, and Inclusion in the Early Years, Anti-Bias Framework: The Four Core Goals of Anti-Bias Education, Getting to Know Students, Families, and Communities, Historical Context of Educating Black Children, Representations in Curriculum, Lessons, and Activities, Authentic Assessments: Observation, Documentation, Presentation and Reflection, Culturally Responsive Teacher Preparation Programs and Field Experiences, and Moving Beyond Awareness. Using a focus group of five early childhood education and education experts, the research seeks to answer the questions, how do experts in early childhood education explain the status of culturally responsive and sustaining education in pre-service teaching? How effective does one anticipate the Culturally Responsive Sustaining Education in Early Learning Modules will be in encouraging pre-service teachers to engage in culturally responsive and sustaining education practices? This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID: 0009-0003-2046-7230

Bio:

With over two decades of experience in early childhood education, Kamiesha is a dedicated professional committed to promoting diversity, equity, and inclusion in educational settings. Holding a Doctorate of Education in Educational and Professional Practice with a focus on multicultural and anti-racist education, Kamiesha has served in various capacities, including as an Infant Early Childhood Mental Health Consultant, Adjunct Professor, and Director of childcare centers. Kamiesha’s expertise spans curriculum development, teacher training, and community engagement, with a particular emphasis on supporting learners with diverse needs and advocating for inclusive educational practices. Kamiesha's passion for fostering culturally responsive educators and creating environments that nurture the holistic development of young children underscores Kamiesha’s commitment to advancing equity and excellence in early childhood education.

Summary Cultivating Culturally Responsive Anti-Bias Educators in the Early Years

Are teacher preparation programs preparing teachers to work with culturally diverse students? According to Preparing Teachers For Urban Schools: The Role of Pre-Service Experiences and School Context in Classroom Practice Report (2018), 62% of new teachers survey felt unprepared to teach culturally diverse students. This dissertation addresses this question by creating a series of modules that focuses on cultivating culturally responsive anti-bias educators in the early years of education.

Learning Module 1: Introduction to Culturally Responsive Anti-Bias Education

Preservice and in-service teachers are introduced to Culturally Responsive Anti-Bias Education in the Early Years of education. In learning module 1, will use reflective practices to reflect on some of the following questions: why we need culturally responsive anti-bias education in the early years, what is our responsibility as educators to this work, what are the implications of culturally responsive anti-bias education to the classroom.

Learning Module 2: Advancing Equity Culturally Appropriate Preschool Environments

This is a Call To Action! Time to advance equity in the preschool classroom by creating culturally appropriate preschool environments. Learning module 2, explores creating fair and equitable environments, culturally sustaining and humanizing practices, and integrating multicultural content into schools.

Learning Module 3: Getting To Know Your Students

In this module, preservice and in-service teachers get to know their students through their culture, village, and families. Creating anti-bias relationships with students, families, and communities allows teachers to teach learn from their students’ cultures and in return create individualized learning.

Learning Module 4: The Four Core Goals of Anti-Bias Education

The Four Core Goals of Anti-Bias Education is a framework early childhood educators can utilize to become advocates for young children’s Identity, Diversity, Justice, and Activism. Through this framework children gain a sense of their own (and their peers) identity, culture, gender, and ethnicity.

Learning Module 5: Building Your Anti-Bias Culturally Responsive Program: Representations in Curriculum, Lessons, and Activities

Do children see themselves in the classroom, in the curriculum, activities? In module 5, preservice and in-service teachers reflect on representations in the curriculum, lessons, and activities. Representations makes learning visible for young children.

Learning Module 6: Observations. Authentic Assessments, and Video Analysis

Module 6 focuses on observations, authentic assessments, and analysis through video. Teachers must be aware of cultural bias when observing students and assessing their learning. We review a few techniques that early childhood teachers can use to create equity, visibility, and reflection while observing and assessing.

Learning Module 7: Field Experience and Teacher Preparation

Is your teacher preparation program partnering with schools and childcare centers in diverse student populations? This module is directed to teacher preparation programs and the role that programs play in cultivating culturally responsive anti-bias educators. High quality teacher preparation programs partner with high quality schools!

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