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Essay / Research Paper Abstract
This 3 page paper provides an overview of the leadership review of a program designed to help children develop empathy and understanding (respect) of different races in early childhood. Bibliography lists 5 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHtolera77.doc
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Unformatted sample text from the term paper:
cultural values, and so educators must take into consideration their role as leaders and as a part of the community in which they teach. The Educator Role
In creating a definable link between educator process and outcomes in this setting, it is necessary for educational leaders to "...develop a clearly
delineated understanding about the breadth and depth of their leadership roles and responsibilities" (Rodd, 2006, p. 7). Educators must demonstrate through both instruction and interactions the approach and views
that influence their choice of instruction. Subsequently, the integration of anti-bias, multicultural instruction reflects an avenue through which to foster positive perspectives on diversity (Eliot et al., 2010).
The educator role, then, is a leadership perspective, one that allows for culturally responsive instruction and the support of a multicultural perspective in the school culture as a whole.
As a part of leadership process, educators must recognize that education in its best sense is reflective of the larger social culture and community perspectives influence how educators are valued.
Community Understanding The task of implementing strategies in the early childhood education setting to improve tolerance for diversity must be linked to the role of the educator in relation
to community process. In correlation with the role of an early childhood educator, it is important to recognize that the work of educators must be developed within the
scope of the of the larger community. "Community understanding about the types of high-level skills and unique expertise that are required to satisfy the complexities of the early childhood
practitioners role..." are essentially defined by how practitioners are viewed in the broader community (Rodd, 2006, p. 221). It is a central part of leadership in early childhood education
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