Teacher and Staff Perceptions of the Roles of Dialogue and Self-Reflective Practice in an Equity Training Program

Autor/in	Chapman, Carla L.
Titel	Teacher and Staff Perceptions of the Roles of Dialogue and Self-Reflective Practice in an Equity Training Program
Quelle	(2023), (202 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-4353-5
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Teacher Role; Dialogs (Language); Reflection; Equal Education; Faculty Development; Culturally Relevant Education; Urban Schools; School Personnel; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lehrerrolle; Dialog; Dialogs; Dialogue; Dialogues; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulpersonal
Abstract	This study explored the perceptions of educators and staff about the ways dialogue and self-reflection promoted thinking about being equitable and becoming more culturally responsive in their work. Education leaders and practitioners have desired to develop and support more culturally responsive educators and staff. In my role as Chief Diversity Officer, I developed an equity training program, called Foundational Equity Training, which was designed to support faculty and staff development in my urban school district. The training utilizes dialogue and self-reflection as tools to develop a common language and understanding of equity in the district, along with knowledge about culturally responsive education (CRE) practices. This study investigated how participants perceived the roles dialogue and self reflection played in furthering their knowledge and use of CRE practices. The following research questions guided this study: 1) How do educators and district staff perceive the roles of equity dialogues and self-reflection in an equity training program? 2) How do educators anticipate changing their practices as a result of dialogue and self-reflection? 3) How do educators perceive the role of dialogue and self-reflection in promoting culturally responsive practice for themselves and others? Adopting an interpretive qualitative research approach, I used surveys and interviews to explore participants' perspectives on the dialogues and self-reflection within the district's equity training program. Seven educators in diverse roles were interviewed for this study. These interviews along with 66 anonymous participant surveys were analyzed through inductive methods. Six themes were developed through my analysis: 1) Dialogue promoted perspective-taking, learning and understanding; 2) Self-reflection assisted participants in making connections to their work and understanding the needs of self and others; 3) Program content helped interview participants to better understand concepts related to culturally responsive practice. 4) Program content helped participants to think about their cultural awareness, identities and experiences as well as those of students. 5) Participants shared a common concern about ways the district could be better at realizing equity for students and the systemic issues with accountability, operations, policies and practices; 6) Participants thought about improving their professional practices by engaging students and centering their experiences. This study presents evidence of the usefulness of dialogue and self-reflection in promoting perspective-taking, understanding and thinking about one's professional practice. In addition to the discussion and implications, the conclusion presents my plans for using my findings to further promote equity and CRE in my district. [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