Examining Culturally Responsive Teaching Practices in Elementary Classrooms

Autor/in	Gorham, Jennifer Jones
Titel	Examining Culturally Responsive Teaching Practices in Elementary Classrooms
Quelle	(2013), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-0784-9
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Educational Practices; Elementary School Teachers; Qualitative Research; African American Teachers; Interviews; Observation; Barriers; Case Studies; Teacher Educators; Teacher Role; Coaching (Performance); Teacher Collaboration; Professional Isolation; Context Effect; School Policy; Classroom Techniques; Behavior Problems + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; African Americans; Afroamerikaner; Interviewing; Interviewtechnik; Beobachtung; Case study; Fallstudie; Case Study; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Lehrerkooperation; Schulpolitik; Klassenführung
Abstract	This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher than another. Barriers included institutional requirements, classroom disruptions, student issues, and teacher isolation. Additionally, by implementing a collaborative coaching model as part of the study design, I briefly explored the role a teacher educator might play in supporting practicing teachers' engagement of culturally responsive teaching. Based on the findings, school structures are critiqued and suggestions for developing systems to support the enactment of culturally responsive teaching practices are introduced. [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	2020/1/01