{'fraction_non_alphanumeric': 0.010743061772605193, 'fraction_numerical': 0.0, 'mean_word_length': 5.654761904761905, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Understanding children from diverse cultures: bridging perspectives of parents and teachers

The purpose of this multiple case study was to explore how families negotiate their perspectives with US teachers regarding school. The cases of three Korean and two Chinese preschoolers were examined through semi‐structured, in‐depth interviews with parents and teachers. Observations of the families at home and the children and teachers at school were conducted to add additional context to the interviews. Findings illuminated feelings that conflicted within each participant. Parents were found to have conflicting views between desiring their child to learn the English language yet expressing concern over what they believe was too much acculturation due to English language acquisition. Teachers were found to value international parents, yet felt it was difficult to communicate with parents and unsure of how to welcome them into the classroom. Findings from this study broaden understandings of families from diverse cultures and promote efforts to establish cooperative partnerships between parents and teachers.