The Integration of Culturally Aware Pedagogical Practices: Educator Disposition and Perception

Autor/in	Ogdan, Charles J.
Titel	The Integration of Culturally Aware Pedagogical Practices: Educator Disposition and Perception
Quelle	(2022), (92 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Miami University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7806-4809-3
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Cultural Awareness; Elementary School Teachers; School Counselors; Principals; Suburban Schools; Student Diversity; Inclusion; Teacher Attitudes; Administrator Attitudes; Counselor Attitudes; Equal Education; Racial Bias + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cultural identity; Kulturelle Identität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Principal; Schulleiter; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Inklusion; Lehrerverhalten; Racial discrimination; Rassismus
Abstract	This dissertation was designed to discover the dispositions, perceptions, and integration processes for Culturally Aware Pedagogical Practices of a primary school teacher, counselor, and principal in a Midwest suburban school district. The school researched has historically had little to no diversity; however, considering increased national unrest during the COVID-19 pandemic and civil unrest, a group of primary school educators sought to increase their intentionality about addressing diversity. The specific school and participants were chosen because the researcher was an administrator in the district and would readily have access to data and be a part of conversations about Culturally Aware Pedagogical Practices. Data were collected using a modified version of Whitaker and Valtierra's (2018) Disposition for Culturally Responsive Pedagogy Scale. With the addition of questions to measure the disposition for Culturally Sustaining Pedagogy (Paris, 2012), a perception survey was designed using elements of Culturally Relevant Pedagogy (Ladson-Billings, 1995b), Culturally Responsive Teaching (Gay, 2010), and Culturally Sustaining Pedagogy (Paris, 2012). The research discovered that each participant had a favorable disposition toward and perception of Culturally Aware Pedagogical Practices; however, their integration of such practices was different based on the lens of the participant: teacher, counselor, and principal. This research is an addition to increased discussions about diversity, race, equity, and inclusion being had across the nation and in public education. [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	2024/1/01