Bilingual, Multilingual, and Multicultural Education Commons^™

“I Became Myself”: Exploring Cultural Learning Through Stories And Storytelling., Leah Halliday-Johnson

Electronic Theses and Dissertations

Despite broad acknowledgement in education that culturally responsive teaching is essential to meeting learners’ needs, defining and operationalizing culturally responsive teaching remains a challenge. Along with being designed to meet the needs of students from diverse racial and cultural backgrounds who have traditionally been underserved, one commonly identified feature of culturally responsive teaching is building on students’ cultural assets to promote their learning. And while stories and storytelling are among the most common teaching tools, storytelling pedagogies tend to use stories to deliver content or to assess student learning. This dissertation explores collaborative story sharing as an approach to helping …

Exploring North Texas Elementary Principals’ Viewpoints Regarding The Influence Of Culturally Responsive Teaching On School Climate And School Culture, Monica Latrice Tatum

Electronic Theses and Dissertations

Abstract

Public schools in the United States have become more diverse due to immigration and the mass exodus of the White population to the suburbs. Growing demographic changes and a consistently White educational labor force raise concern regarding how schools address the needs of their diverse student populations. Much research exists concerning teachers’ implementation of culturally responsive teaching (CRT) practices. However, a void remains in the literature regarding the role of school leadership in this process. An understanding of culturally competent principals’ perspectives on CRT needs more attention to address how school leaders create safe and equitable environments for diverse …

Access To Culturally Responsive Teaching For English Language Learners : Mainstream Teacher Perceptions And Practice On Inclusion., Tamela N. Compton

Electronic Theses and Dissertations

This dissertation was designed to inform educators, practitioners, and policy makers on equity-based instruction for ELLs by examining secondary teachers’ perceptions and practice on inclusion. A dominant qualitative research design was used for this study. A survey adapted from Reeves (2002) research on secondary teacher’s attitudes and perceptions on the inclusion of English as a Second Language (ESL) student in mainstream classrooms was administered to 212 secondary teachers in three high schools who have shown significant growth in their ESL student enrollment. The study then interviewed six teachers who participated in the survey on their personal experiences with instructing ELLs …

Finding Their Way: Teacher Journeys Toward Culturally Responsive Pedagogy, Krista Keogh

Electronic Theses and Dissertations

Hawley & Nieto (2010) indicate that students’ race and ethnicity influence teaching and learning in two important ways: how students respond to instruction and curriculum, and teachers' assumptions about how students learn and how much students are capable of learning. Research has indicated that the most significant factor in student success is the classroom teacher (Goldhaber & Brewer, 1997; Gordon, Kane, & Staiger, 2006; Jordan, Mendro, & Weerasinghe, 1997; Marzano, 2007; Nye, Konstantopolous, & Hedges, 2004; Rivkin, Hanushek, &Kain, 2002; Rockoff, 2004; Rowan, Correnti, & Miller, 2002). Teacher professional development regarding culturally responsive pedagogy has been promoted to help teachers …