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A Training Intervention For Middle School Teachers On Culturally Relevant Instruction And Culturally Relevant Classroom Management Strategies, Vivian Yakpo Newton

Theses and Dissertations

This applied dissertation was designed to determine the effectiveness of the Middle School Teacher Training Intervention on the application of culturally relevant instruction and classroom management instructions by teachers in a Title I middle school in the southeastern United States. This school lacked culturally relevant instruction and behavior management, despite its teachers having undergone the training program. It also had significant identifiable gaps in the academic achievement of its students, which raised questions about the efficacy and inclusivity in its educational environment. The lack of cultural competence of middle school teachers and administrators contributes to the suboptimal performance of students …

Examining The Effects Of Culturally Responsive Teaching Practices Of Educators, Lenore Thompson

Doctor of Education Dissertations

This dissertation was designed to examine how experiences, education, and professional development informed culturally responsive pedagogy and influenced teacher beliefs in their ability to guide students to success when employing culturally responsive teaching practices. The research school district was located in the piedmont region of North Carolina. It was determined after reviewing the district’s historical student achievement data there was a trend of underachievement by marginalized groups of students. Licensed educators completed the Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale in order to determine their level of preparedness to teach students from …

Culturally Responsive Classroom Management Techniques And Former Riverside County And San Bernardino County Teachers Of The Year: A Phenomenological Study, Brian Redmond

Dissertations

Purpose: The purpose of this phenomenological study was to determine what former County Teachers of the Year understand and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally Responsive Factors (developing personal relationships, creating caring learning communities, establishing a business-like learning environment, establishing congruent communication processes and, teaching with assertiveness and clearly stating expectations).

Methodology: This qualitative study used a phenomenological design to discover what former County Teachers of the Year do to identify and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally …

Multicultural Education Professional Development: A Review Of The Literature, Hillary Parkhouse, Virginia R. Massaro, Chu Yi Lu Qiu

Teaching and Learning Publications

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural-education-focused professional development programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types …

Rethinking “Parent Involvement”: Perspectives Of Immigrant And Refugee Parents, Zeynep Isik-Ercan

Occasional Paper Series

I arrived in the U.S. 15 years ago as a master’s student in early childhood education after teaching in elementary schools in Turkey. Becoming a permanent resident in my new country and parenting my two Turkish-American boys fueled my scholarly interest in the experiences of immigrant communities with their children’s early school years, specifically the ways they negotiate cultural and linguistic identities in educational settings. Among many encounters with my children’s teachers, one is particularly memorable.

Shortly after Enis, my older son, began attending the campus preschool at age two, his teacher asked me to speak only English at home …

Contexts Of Cultural Diversity Professional Development In Schools, Hillary Parkhouse, Jesse Senechal, Julie Gorlewski, David Naff, Zoey Lu, Ashlee Lester

MERC Publications

This report is part of a larger MERC study on Professional Development for Success in Culturally Diverse Schools.The goals of the larger study are (1) to understand the landscape of diversity within the schools in the MERC region, (2) to consider the implications for school policy and professional practice, (3) to review the current models of professional development that support teachers and other school professionals in regards to issues of cultural diversity, and (4) to develop and test models of professional development that have positive impacts on teacher practice, student outcomes and overall school success. With these goals in mind, …

Meeting Yourself Without Rose Colored Glasses: An Urban Public School, Shenelle Dubose, Apryll Mendez

Dissertations

The impact of a culturally relevant professional development series on classroom teacher’s cultural lens was determined. Fifty teachers from two different school districts participated in 16 hours of professional development in an attempt to impact their understanding of how culture and instruction are connected.

During the professional development, participants took part in activities, dialogues and reflections designed to impact their cultural competency. The content of the four professional development sessions included (a) videos on culturally relevant teaching; (b) discussion of cultural identity of participants and how it surfaces in the classroom; (c) discussion of the culture, values, and beliefs of …

A Comparison Study Of Parents’ Perceptions Of Quality In Early Childhood Programs, Juanita Ortiz

UNLV Theses, Dissertations, Professional Papers, and Capstones

Research has demonstrated that high quality early childhood education (ECE) programs result in short and long-term benefits that are critical for children to reach their full potential and narrow the achievement gap. Parental involvement has been accepted as integral to quality ECE programs, and parental perception drives parental involvement. Perceptions and contributions of parents and caregivers including those who do not speak English have not been adequately addressed in the research. Furthermore, research has not addressed how parental perception regarding quality in ECE programs may vary according to whether their child has or does not have a disability.

This study …

White Novice Teachers' Perceptions Regarding Their Preparation For Teaching Culturally Diverse Students, Karen Marie Spader

Walden Dissertations and Doctoral Studies

At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing 8 White novice teachers to convey their perceptions of teaching culturally diverse classrooms and how these perceptions influenced their behaviors. Data were …

Interpreting, Stephanie Jo Kent

Doctoral Dissertations

What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and discount …

Review Of The Book: Standing On The Outside Looking In: Underrepresented Students’ Experiences In Advanced Degree Programs By Mary F. Howard-Hamilton Et Al. (Eds.), Zeynep Isik-Ercan

Zeynep Isik-Ercan

No abstract provided.

Guidance And Counseling Issues In South Africa's Non-Racial Schools, Joyce Hickson, Donna Pascoe

Perspectives In Learning

Guidance teachers and school counselors in non-racial schools in South Africa need to assess the relevance of their services for individuals from different cultures. The importance of providing relevant crosscultural guidance and counseling in school settings has been underscored by numerous empirical studies which indicate that traditional psychotherapy and counseling are often inappropriate for meeting the needs of culturally different clients. Atkinson, Morten, and Sue (1993) assert that despite recognition that cultural diversity requires multicultural rather than monocultural counseling practices, the systematic study of cross-cultural communication only took root in the late twentieth century. Only recently has the term “counseling” …

The Impact Of A Culturally Responsive School Environment On Pre-Service Teachers' Willingness To Teach In A School, Delois Maxwell

Trotter Review

In a climate that acknowledges the need for teacher educators to prepare new teachers for culturally diverse student bodies, the study examines the extent to which selected features of an urban school environment affect a preservice teacher's willingness to teach in the school. A survey was administered to 48 preservice teachers after they completed a 7-week student teaching experience in a large urban school district. The survey sample was drawn from a northeastern university which enrolls 90% Caucasian education students. The study pursues the following research questions: does race/ethnicity, gender, program level, school location and major relate to the preservice …