Thesis (Ph.D.)--Texas A&M University, 2007. / Advisers: Norvella P. Carter, Stephanie Knight. Includes bibliographical references.

The purpose of this descriptive correlational study was to examine the relationship between teachers‟ beliefs and cultural awareness of students of color, and teacher ethnicity, level of teaching certification, years of teaching experience and gender. During the 2005-2006 academic school year, data was collected from teachers teaching in a large urban school district, located in the southeastern portion of Texas, to examine teacher‟s working with diverse populations of students in diverse communities. The Cultural Awareness and Belief Inventory (CABI) was used to collect this data. The CABI measures teachers‟ beliefs and cultural awareness when working with African American students in comparison to their counterparts of other ethnicities. This study examined the data collected from teachers teaching students in the sixth, seventh, and eighth grade. The data collected in this study was examined based on four descriptive characteristics, teacher ethnicity, teacher gender, level of teaching certification (elementary or secondary), and years of teaching experience. Data collected from African American teachers and European American teachers were examined for statistically significant differences. The results indicate that there is a statically significant difference in the beliefs and cultural awareness of African American and European American teacher‟s teaching sixth, seventh, and eighth grades. There was not a statistically significant difference in the beliefs and cultural awareness of teachers teaching sixth, seventh, and eighth grade in relationship to teacher gender, level of teaching certification (elementary or secondary), or years of teaching experience.

The purpose of this study was to examine the validity and reliability of the Cultural Awareness and Beliefs Inventory (CABI). The CABI consist of forty-six items that measures urban teachers’ cultural awareness and beliefs on a Likert-type four-point scale. In addition, this study also examined the extent the CABI determined statistically significant differences by demographic characteristics, such as teachers’ ethnicity or years of teaching experience. During the 2005–2006 academic year, data for this study was collected from the Cultural Awareness and Beliefs Inventory (CABI). Approximately 1873 Prekindergarten through Grade 12 teachers, employed by an urban public school district located in southeastern Texas, completed the survey. Construct validity was determined by internal consistency, content validity, convergent and divergent validity. To investigate the internal structure, an exploratory factor analysis, EFA, yielded an eight-factor, 36-item inventory. The eight factors, Factor I: Teachers’ Beliefs, Factor II: School Climate, Factor III: Culturally Responsive Classroom Management, Factor IV: Home Community School, Factor V: Cultural Awareness, Factor VI: Curriculum and Instruction, Factor VII: Cultural Sensitivity, and Factor VIII: Teacher Efficacy were examined by a jury of experts to establish the content validity of the eight-factor, 36-item inventory. Convergent and divergent validity was established for six of the eight constructs by conducting a Pearson product moment correlation. Cronbach’s alpha coefficient was conducted to measure the internal consistency reliability of the 36-item CABI. The reliability was established at .83. Further, the alpha for the eight factors, or scales, ranged from 46 percent for TE to 88 percent for CRCM. Differences in the teachers’ perceptions by teachers’ ethnicity were determined for TB, CRCM, CS and TE. Follow-up Scheffe post hoc analyses indicated that African American teachers had significantly more positive perceptions of TB, CRCM, and CS. Hispanic American teachers had significantly more positive perceptions of TE. Differences in the teachers’ perceptions by years of experience were determined for CRCM and HCS. Follow-up Scheffe post hoc analyses indicated that teachers with more years of experience had significantly more positive perceptions of CRCM than first year teachers. First year teachers had significantly more positive perceptions of HCS.

Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, December 2009. / Thesis Advisor(s): Simons, Anna. Second Reader: Tucker, David. "December 2009." Description based on title screen as viewed on February 01, 2010. Author(s) subject terms: Sociocultural log, sociocultural report, ethnographic intelligence, ethnographic sensor, sensor teams, cultural intelligence, sociocultural understanding, sociocultural conceptual framework, DoDD 3000.5 (SSTR). Includes bibliographical references (p. 65-68). Also available in print.

The purpose of this study was to explore reading instruction within the two consecutive classrooms of one teacher oriented towards culturally relevant teaching. This study used qualitative methods and sought to document the nature of the classroom interactions and texts within these upper elementary classrooms. Data sources included participant observation, videorecording, interviews and archival data. Constantcomparative analysis as described by Strauss and Corbin (1990) and discourse analysis, informed by Erickson (2004) and Goffman (1981/2001) were used to investigate how this teacher navigated teaching and learning in this situated context. Study findings suggest that the teacher modified curricular structures, revoiced the words of cultural insiders, and maximized use of strategic instruction within classroom discussions to navigate multiple, competing goals. / text

This study was designed to determine the effects of various teacher characteristics on their level of cultural competency as measured by the Cultural Competency Survey. Teacher characteristics of interest were sex, age, years of teaching, grade level currently teaching, and degree level earned.The sample consisted of 2800 teachers, teaching in 82 schools. They ranged in educational experience from student teachers to those with doctoral level degrees and in length of experience in urban schools from just a few months to over 29 years. Of the 2800 teachers requested to complete the survey, 594 were minority teachers. This makes up 20% of the teaching population.The Cultural Competency Survey was adapted with the help of the Indianapolis Public Schools from a paper-and-pencil survey to one that was administered to each and every IPS teacher through the IPS intranet survey capabilities delivered through the IPS Online portal.The data were analyzed using statistical programs from the Statistical Package for the Social Sciences (SPSS,13.0.1). Significant differences in the dependent variable on the Cultural Competency Survey were explored among the groups of teachers categorized by race/ethnicity, length of service, education, and grade level taught (the independent variable) with a standard split-plot factorial Analysis of Variance (ANOVA) design.Results showed main effects for sex and race with females generally scoring higher than males and African Americans scoring higher than Caucasians. Possible reasons for these findings were discussed and a call for future research was offered. / Department of Educational Leadership

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 175-182. Includes bibliographical references (leaves 183-191).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Lehigh University, 2004. / Includes vita.

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 175-182. Includes bibliographical references (leaves 183-191).