A Multiple Case Study on the Phenomenon of Culturally Responsive Pedagogy in Rural Western North Carolina

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Autor/in	Heidlebaugh-Buskey, Pamela
Titel	A Multiple Case Study on the Phenomenon of Culturally Responsive Pedagogy in Rural Western North Carolina
Quelle	(2013), (338 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Carolina University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-7417-6
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Culturally Relevant Education; Rural Areas; Student Diversity; Teaching Methods; Knowledge Base for Teaching; Comparative Analysis; Educational Practices; Qualitative Research; Phenomenology; Teacher Attitudes; Teaching Experience; Teacher Education; Cultural Differences; Caring; School Culture; Teacher Education Programs; School Community Relationship; Elementary School Teachers; Secondary School Teachers; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Rural area; Ländlicher Raum; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; Care; Pflege; Sorge; Betreuung; Schulkultur; Schulleben; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	As schools have become increasingly diverse, the teaching force has remained mainly White (Brown, 2004). The disparity between students and teachers is seen in schools across the nation, including small, rural schools. Many teachers are unprepared for the reality that their cultural, racial, ethnic, or linguistic backgrounds will differ from those of their students (Brown-Jeffy & Cooper, 2011). The issues that can result from these cultural differences require a teaching force equipped with the knowledge of teaching in culturally responsive ways to better meet the needs of their diverse student populations. Research available informing of knowledge about culturally responsiveness and culturally responsive pedagogy (CRP) is focused mainly on urban settings. This study is significant in that it examines four culturally responsive teachers in a rural setting as, according to Arnold, Newman, Gaddy, & Dean (2005) and Cicchinelli (2011), there is very little research available on culturally responsive teachers in rural schools. Additionally, while the current literature recommends necessary CRP classroom practices, there is very little research that examines these recommendations in practice in the classroom, even in urban settings (Balls & Tyson). This study provides an in-depth analysis of the actual practices of four rural culturally responsive teachers and compares those practices with the existing literature as presented in the Characteristic Components of Culturally Responsive Pedagogy Framework (CCCRP). Through an in-depth analysis of four rural classroom teachers, using a qualitative multiple case study informed by a phenomenological approach, the study offers a unique perspective of culturally responsive pedagogy in action. It attempts to shed light on the perspectives and development of rural teachers as to their experiences, attitudes, and beliefs regarding CRP, the CRP practices they use, and how these practices intersect with the research-based principles of CRP. The analysis of data collected provided an understanding of practices that support current research as presented in the CCCRP Framework. Other findings offer an additional viewpoint to existing literature and are discussed in relationship with current literature: 1) care is an integral attitude necessary in cultural responsiveness, though it is not always mentioned in the CRP literature. While some may state that all teachers care, caring is not always present in the repertoire of all teachers; 2) according to the four nominated CRP teachers, the teacher education program was not integral to the development of their cultural responsiveness; 3) all four teachers found themselves in situations where they felt it necessary to "break the rules" of the school culture; and 4) while the characteristic of developing community relations is present in the CCCRP framework, the presence of developing and empowering these relationships is not supported by the data collected in this study. [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