Elementary Teachers' Knowledge of Implementing Culturally Responsive Pedagogy for Culturally Diverse Students

Autor/in	Matteis, Michelle D.
Titel	Elementary Teachers' Knowledge of Implementing Culturally Responsive Pedagogy for Culturally Diverse Students
Quelle	(2022), (198 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-2176-5
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Urban Schools; School Districts; Culturally Relevant Education; Teaching Methods; Student Diversity; Academic Achievement; Case Studies; Equal Education; Access to Education; Cultural Differences; Teacher Attitudes; Elementary School Students; Social Change; Faculty Development; Classroom Techniques; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Case study; Fallstudie; Case Study; Education; Access; Bildung; Zugang; Bildungszugang; Kultureller Unterschied; Lehrerverhalten; Sozialer Wandel; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Access to an equitable education is a federal mandate to ensure that all students can access curriculum and instruction that is relevant and purposeful. In a local urban school district located in the Mid-Atlantic region of the United States, elementary school teachers are charged with being culturally responsive, but there is little understanding of what teachers know about using culturally responsive teaching (CRT) to improve diverse students' performance on standardized assessments. The purpose of this qualitative case study is to explore what teachers know about implementing CRT practices to ensure that diverse students have access to equitable curriculum and instruction. CRT presents the notion of engaging all students of diverse backgrounds by linking academic content to students' culture through curriculum, instruction, and assessment as a means of increasing achievement. Gay's conceptual framework of CRT guided this study and is the foundation for the research question. The research question focused on teachers' perceptions of implementing culturally responsive teaching strategies in Grades K-5 at three local school sites. Data were collected from a purposeful sample study of nine elementary school teachers in Grades K-5 through semistructured interviews and classroom observations. Data were analyzed using an inductive search of themes and patterns through coding. Five themes emerged: classroom relationships, instructional practices, discourse, critical consciousness, and family collaboration. Results indicated that teachers had some knowledge of culturally responsive teaching theory, but practices were inconsistently implemented in classrooms. The results of the study may affect social change by providing instructional leaders a foundation to prepare professional development for teachers. [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