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Full-Text Articles in Education
Elementary Teachers’ Perceptions Of Closing The Math Achievement Gaps Between Black And White Students In Grades 3–5, Carla Shantell Waller
Elementary Teachers’ Perceptions Of Closing The Math Achievement Gaps Between Black And White Students In Grades 3–5, Carla Shantell Waller
Walden Dissertations and Doctoral Studies
The problem underpinning this study was a pronounced achievement gap between Black and White students, evident in standardized test score pass rates of third through fifth graders, in a school district in the U.S. state of Virginia. The purpose of this basic qualitative study was to explore the extent to which culturally responsive instructional practices influence elementary teachers' perceptions, approaches, successes, and challenges in closing the differences in standardized math scores between Black and White students in Grades 3 through 5. Gay’s work on culturally responsive teaching, which encompasses theory, research, and evidence-based instructional approaches teachers can implement to address …
K-3 Teachers' Perspectives On Culturally Responsive Teaching For Linguistically Diverse Learners, Carol E. Herbert
K-3 Teachers' Perspectives On Culturally Responsive Teaching For Linguistically Diverse Learners, Carol E. Herbert
Walden Dissertations and Doctoral Studies
AbstractU.S. schools are diverse due to an increasing number of culturally and linguistically diverse (CLD) learners. Researchers recommend using culturally responsive teaching (CRT) that connects race and literacy, culture, and language with CLD learners. If K-3 teachers do not use CRT practices, CLD students’ English proficiency will be delayed, which may negatively influence self-esteem, academic achievement, social skills, and mobility through society. The purpose of this basic qualitative study was to explore Title1 K-3 primary and resource teachers’ perspectives of CRT practices used with CLD learners. Gay’s theory of CRT, featuring teacher attitudes, culturally diverse curriculum content, culturally congruent instruction, …
Instructors’ And Administrators’ Perspectives On Culturally Responsive Teaching In Rwandan Higher Education, Ephrard Rulinda
Instructors’ And Administrators’ Perspectives On Culturally Responsive Teaching In Rwandan Higher Education, Ephrard Rulinda
Walden Dissertations and Doctoral Studies
In Rwanda, the number of culturally minority students in higher education institutions has been increasing in recent years, yet the role of instructors and school administrators in utilizing culturally responsive teaching (CRT) methods for those students remains unclear. The purpose of this qualitative case study was to describe instructors’ and school administrators’ views of their roles in utilizing CRT methods. The conceptual framework for this study included CRT best teaching practices and approaches; institutional, personal, and instructional dimensions of CRT; and components of the preparation for and practice of CRT. The study was conducted at a university with three campuses …
Culturally Responsive Teaching Of Indigenous Students In Canada's Northwest Territories, Francis Amprako
Culturally Responsive Teaching Of Indigenous Students In Canada's Northwest Territories, Francis Amprako
Walden Dissertations and Doctoral Studies
The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive
teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the …
Teachers' Expectations And Reading Achievement Of African American Middle School Students, Gloria Denise King Lewis
Teachers' Expectations And Reading Achievement Of African American Middle School Students, Gloria Denise King Lewis
Walden Dissertations and Doctoral Studies
A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teacher expectations, and determine the relationship between those expectations and student Criterion Referenced Competency Test (CRCT) scores. Nineteen …