Education Commons^™

Culture In The Classroom: A Study For Strategies For Bridging Classroom Divides, William Rolison

Theses and Dissertations

The purpose of this study was to explore how teachers perceive the impact of socioeconomic class and culture on student/teacher interactions and to identify specific strategies that may be implemented to bridge cultural divides between students and teachers. To do this I employed a qualitative action research design incorporating semi-structured interviews, recorded dialogue, and researcher generated questionnaires. Together with two collaborating teachers, I examined teacher views of sociocultural influences on student/teacher interactions and identified cross-cultural strategies to implement in bridging sociocultural divides between students and teachers.

Study participants reported that participation in interviews and group dialogue made them more aware …

Elementary School Teachers’ Perspectives And Practices Of Multicultural Education In Indonesia, Robby Anggriawan

Theses and Dissertations

The main purpose of the study was to investigate multiculturalism and multicultural education perspectives and practices of elementary school teachers in Indonesia. The research was designed as a qualitative case study which focused on seven elementary school teachers as study participants. In this study, semi-structured interviews are used to evaluate teachers’ understanding of culture as defined by Creshaw (1989, 2008) and multiculturalism concept by using four levels of understanding multiculturalism as defined by Nieto (1994, 2017). As well as elementary school teachers’ practices of multicultural education implementation as outlined by Banks (1999, 2019). The results of the study showed that …

The Cultural Relevance Of Music Education As It Relates To African American Students In South Carolina, Felicia Denise Denise Myers Bulgozdy

Theses and Dissertations

In this study, Critical Race Theory is used to examine the current curriculum that preservice music teachers are taught, and are consequently teaching K-12 students, in an effort to illustrate the need for Culturally Relevant Pedagogy. Documents such as the S.C. All-State Choral rubric, as well as a list of required courses for future music educators at a local university, are studied to show the overwhelming European influence on the curriculum that is being taught in music classes daily across the state, and demonstrate the lack of cultural relevance to the African American students in those classes. Culturally Relevant Pedagogy …

Teacher Self-Efficacy In A Multicultural Alternative Education Program, Angela Marie Trowers

Theses and Dissertations

As the United States embraces cultural diversity, educators need to feel a sense of preparedness to effectively master culturally responsive teaching which is vital to students’ academic growth and development. Drawing on the interpretivist- constructive paradigm and self-efficacy theory, this narrative inquiry study, examined teacher’s beliefs, attitudes and perceptions, with regards to their culturally relevant pedagogy and the impact on their multicultural students’ academic achievement and social success. Eight teacher candidates, seven females and one male (Caucasian), who teach at a multicultural alternative education program in New York State participated in two interviews, one face to face and the other …

An Investigation Of Elementary School Teachers’ Culturally Relevant Teaching Practices In Two Cultures: A Comparative Study In China And The United States, Alicia R. Thompson

Theses and Dissertations

Effective teaching is one of the most important factors in student achievement. Throughout the world, there are high expectations for teacher and student performance. Teachers and students need to navigate the demographic and cultural shifts occurring around the world. Teachers’ cultural awareness and knowledge base of culturally relevant teaching practices is critical to their effectiveness. Based on the need to better understand the cultural responsiveness of teachers, this comparative study investigated elementary school teachers’ culturally relevant teaching practices in China and the U.S. through the use of video-cued ethnography. The following findings were revealed from the study: (a) differences in …