- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 221 to 222 of 222 (0.018 seconds)| 221 |
Reconceptualizing the implications of Eurocentric discourse vis-á-vis the educational realities of African American students with some implications for special educationRobinson, Carl L. January 2004 (has links)
Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 168-208).
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A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State StandardsHowse, Tashana 01 January 2013 (has links)
This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3.
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