Search results for: Dunn-Kenney Maylan

In this study, 21 early childhood teacher certification candidates engaged in service learning experience with families living in deep poverty. 16 candidates appeared to confront their own biases and construct practical theories of poverty that were more complex than their original concepts. However, five candidates appeared to avoid confronting their own biases. More research is needed to examine the relationship between candidates' understanding of social relationships and their approach to service learning experiences.