Equity Pedaogy and Multicultural Competence in Urban Schools: A View of Successful Teachers in Urban Schools

Autor/in	Medina, Monica A.
Titel	Equity Pedaogy and Multicultural Competence in Urban Schools: A View of Successful Teachers in Urban Schools
Quelle	(2012), (296 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-8536-4
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Teaching Methods; Academic Achievement; Self Efficacy; Teacher Effectiveness; Multicultural Education; Qualitative Research; Case Studies; Teacher Education; Novices; Urban Schools; Cultural Awareness; Minority Group Students; Political Influences; Structured Interviews; Middle School Teachers; Secondary School Teachers; High Schools; Teacher Attitudes; Teacher Characteristics; Culturally Relevant Education; Caring; Teacher Student Relationship; Teacher Expectations of Students; Correlation; Observation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Multikulturelle Erziehung; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cultural identity; Kulturelle Identität; Political influence; Politischer Einfluss; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Lehrerverhalten; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Beobachtung
Abstract	The purpose of this qualitative multi-case study was to explore the characteristics of ten novice urban schoolteachers who completed a course in multicultural education and had an early field experience in an urban school. This study draws upon the body of literature related to equity pedagogy, multicultural competence (Bennett, 2001), and multicultural teacher efficacy (Pang & Sablan, 1998) as a conceptual framework for exploring the degrees to which teachers demonstrate multicultural education. This study presupposes that the combination of attributes and practices, as defined within those components, advances the discussion of multicultural teacher preparation and reintroduces the concept of multicultural teacher efficacy in academic achievement (Ashton & Webb, 1986), specifically as it relates to students of color. To understand the social and political influences that impacted these teachers, a series of structured interviews, conversations, and observations were analyzed to present the case study. The findings, a narrative of the teachers who taught in middle school and high school, suggest each teacher demonstrated a variety of developmental competencies that describe the relationship of equity pedagogy and multicultural competency by explaining the development of each teacher as emerging, evolving, or enacting. Among the ten teachers who participated in this study, three common characteristics were evident at the evolving or emerging level, including knowledge of their students' culture and community, cultural responsiveness in teaching, caring relationships, and confidence in demanding high expectations for student achievement. The descriptions also suggest how the emergence of these competencies within each area informs our understanding of multicultural teacher efficacy, as well as the need for further research in the ways multicultural education emerges in practice. [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