Cultural Border Crossing in Three Urban Classrooms: A Mixed Methods Study

Autor/in	Roopnarine, Rupnarain
Titel	Cultural Border Crossing in Three Urban Classrooms: A Mixed Methods Study
Quelle	(2016), (260 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Teachers College, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-8209-5
Schlagwörter	Hochschulschrift; Dissertation; Intervention; Peer Relationship; Teacher Student Relationship; High School Students; Urban Schools; Science Instruction; Secondary School Science; Participant Observation; Interviews; Questionnaires; Cultural Awareness; Pretests Posttests; Citizenship; Interaction; Student Behavior; Grade 9; Grade 10; Mixed Methods Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Cultural identity; Kulturelle Identität; Staatsbürgerschaft; Interaktion; Student behaviour; Schülerverhalten; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	This study examined the effects of the instruction of four youth cultural border crossing behaviors: flexibility, being at ease, playfulness, and citizenship as an intervention aimed at helping students to transition across three borders, student to student, student to science, and student to teacher. The research involved 12 ninth- and 10th-grade students in a large urban school district in three diverse classrooms, A, B, and C. Four students in each classroom volunteered for the study. The students in Groups A and B were in 9th grade Living Environment and students in Group B were in 10th grade chemistry. These students participated in this instructional intervention for three months. The study was conducted using both quantitative and qualitative methods based on participant observations, interviews, and questionnaire. The result indicated that there was no significant effect of the cultural border crossing instructions on the students' interactions across the three borders examined. However, the instructions helped Group A and Group B to be more flexible but not group C. Also, the instructions helped Group A to be more playful and at ease but not Group B and C. The instructions also helped Group A to show more citizenship but not Group B and C. In addition, there was no difference between the pretest and posttest cultural bother crossing behavior. Moreover, qualitative data analysis showed that the participants were more flexible, at ease, and playful among peers than across student to teacher and student to science borders. Also, the use of citizenship in the three groups showed no effect on the participants' interaction with peers. Although, the findings showed no effect of cultural border crossing instructions on students' interactions, it is suggested that we continue to find ways to help students feel more comfortable in science. [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