Influence of Culturally Responsive Education on School Climate within a Title School: Case Study

Autor/in	Roybal, Diana M.
Titel	Influence of Culturally Responsive Education on School Climate within a Title School: Case Study
Quelle	(2018), (148 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-2480-1
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Disadvantaged Schools; Administrator Attitudes; Teacher Attitudes; Parent Attitudes; Faculty Development; Teaching Methods; Student Diversity; Low Income; Teacher Morale; Knowledge Base for Teaching; Suspension; Referral; African American Students; Hispanic American Students; Principals; Administrator Role; Disproportionate Representation; Educational Change; Discipline; Educational Environment; Low Achievement; Educational Improvement; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Niedriglohn; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausschluss; Schulausschluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Principal; Schulleiter; Bildungsreform; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterdurchschnittliche Leistung; Teaching improvement; Unterrichtsentwicklung
Abstract	Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school. [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