Educational Leadership in the Age of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms

Autor/in	Robinson, Lynda Marie Cesare
Titel	Educational Leadership in the Age of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms
Quelle	(2010), (227 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-0295-3
Schlagwörter	Hochschulschrift; Dissertation; Multicultural Education; Observation; Cultural Awareness; Instructional Leadership; Principals; Middle Schools; Administrator Attitudes; Teacher Attitudes; Culturally Relevant Education; Case Studies; Interviews; Classroom Observation Techniques; Teaching Methods; Administrator Role; Curriculum Evaluation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Multikulturelle Erziehung; Beobachtung; Cultural identity; Kulturelle Identität; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Middle school; Mittelschule; Mittelstufenschule; Lehrerverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung
Abstract	This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms. The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Pedagogy, and Lindsey, Roberts, and Campbell Jones' (2005) Cultural Competence Continuum. Two principals and 10 teachers from two schools volunteered to participate in the study. The methodology included the development and use of semi-structured principal and teacher interview instruments, a teacher classroom observation instrument, and an instrument for analysis of curriculum documents. Findings revealed variable levels of participants' cultural awareness and competence, pedagogical practices, and curriculum implementations. A triangulation of data sources from interviews, observations, and documents suggested that the two principals' leadership conveyed similarities and differences in influencing teachers' cultural awareness and supporting their implementation of culturally responsive curriculum and pedagogy within classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10