A Phenomenological Qualitative Study on Investigating Elementary Teachers' Experiences and Practices with Culturally and Linguistically Diverse Students

Autor/in	Hylviu, Anila
Titel	A Phenomenological Qualitative Study on Investigating Elementary Teachers' Experiences and Practices with Culturally and Linguistically Diverse Students
Quelle	(2018), (263 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-6695-9
Schlagwörter	Hochschulschrift; Dissertation; Student Diversity; Cultural Differences; Language Usage; Public Schools; Student Characteristics; Teacher Characteristics; Social Influences; Culturally Relevant Education; English Language Learners; Teaching Methods; Elementary School Teachers; Whites; Barriers; Teacher Attitudes; Nevada + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kultureller Unterschied; Sprachgebrauch; Public school; Öffentliche Schule; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; White; Weißer; Lehrerverhalten
Abstract	The increasing cultural and demographic divide between teachers and Culturally and Linguistically Diverse students (CLDs) in the United States has been recognized to impact the teaching and learning of students from diverse backgrounds. The problem that justified the need for this study was the persisting cultural mismatch between CLDs and their predominantly Anglo, monolingual teachers across public schools in the United States. Theoretical principles from socio-cultural, culturally responsive pedagogy, and second language theories provided the integrative framework for the study. The purpose of this phenomenological qualitative study was to describe the lived experiences of six Anglo, monolingual elementary teachers with CLDs and Culturally Responsive Practices (CRPs) in a Title 1, five-star, urban, multiethnic, public elementary school in the southern part of Nevada. A purposeful sample of 33 teachers was selected for the study. An anonymous Qualtrics online survey with demographic, open-ended, and reflective questions was used to collect data. The data provided an in-depth understanding of this study's phenomenon of CRPs. A thematic approach was used to analyze the data. Seven themes emerged to address the two research questions regarding what experiences teachers had with CLDs and how they used CRPs to address cultural disparities and CLDs' needs. The findings revealed that despite language barriers, teachers had an overall positive teaching and learning experience with CLDs. The results indicated that teachers (a) valued learning about cultural diversity, (b) affirmed and integrated CLDs' cultural assets in curricula and instructional practices, (c) used culturally responsive strategies to meet CLDs' needs, (d) and encouraged partnerships with CLDs' families to build connections and bridge cultural gaps. Key recommendations were for all teachers, administrators, and policyholders to use an asset orientation and work together to create equitable and excellent education opportunities for CLDs. [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