Research over the last three decades has documented that teacher efficacy has an effect on student achievement (Armor et al., 1976; Bandura, 1997). The literature on culturally responsive teaching (CRT) recognizes teacher efficacy as one of the attributes of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds (Gay, 2000; Ladson-Billings, 1994). Researchers (e.g., Goddard & Goddard, 2001) have also found that collective teacher efficacy (CTE) beliefs can affect teachers’ goal setting, motivation, and persistence with challenging tasks or situations; specifically, the CTE construct not only explains school-level effects on achievement, but also explains effects on individual teachers’ self-efficacy. When CLD students require special education services, their instruction must be equally responsive to their cultural and linguistic characteristics in addition to their educational needs based on the disability (García & Ortiz, 2004; McCray & García, 2002). Consequently, CRT practices are central to improve these students’ learning outcomes (Gay, 2000). The purpose of this descriptive, correlational survey research study was to investigate (a) the relationship between special education teachers’ collective teacher efficacy beliefs and CRT efficacy for teaching CLD students in special education; and (b) the influences of personal and professional background variables on participating teachers’ CRT efficacy beliefs. The survey was sent to 855 special education teachers of CLD students with disabilities in three urban school districts in Texas; 344 complete responses were received, yielding a 44% response rate. The survey consisted of four sections: Background Information, Collective Teacher Efficacy (CTE), Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and Culturally Responsive Teaching Outcome-Expectancy Scale (CRTOE). Data were analyzed using descriptive statistics, factor analysis, analysis of variance, and multiple regression. The results revealed statistically significant relationships (a) between CRTSE and CRTOE beliefs, with a positive and moderate association; and (b) between CTE and CRT efficacy beliefs (CRTSE as well as CRTOE), but the associations were positive and weak. Teachers’ language characteristics, instructional setting, certification in bilingual education/English as a second language, and their perceptions of the quality of their professional preparation emerged as significant influences on their CRTSE and CRTOE beliefs. Implications for teacher education and future research are presented. / text

This study explored the racial identity development of White corporate trainers who deliver training in racially diverse organizations. The purpose of this study was to acquire an understanding about the various factors that affect the racial identity development of White trainers as well as to distinguish ways in which racially diverse organizations support the creation of culturally responsive training. The study sought to identify aspects that affect White trainers’ identity and the role of the organizations in defining, or impacting, competencies related to culturally responsive training. A basic qualitative design guided the study and data was collected through two face-to-face interviews and a written reflection in response to their own completed interview transcripts. The participants included six White females and one male and were employed in organizations in the areas of oil and gas, real estate, retail, and consulting. The participants were identified by their connection to Texas A&M University students and faculty, the Academy of Human Resource Development, or the American Society for Training and Development. The findings of the study indicated that White corporate trainers develop their racial identity through a variety of experiences in their personal and professional environments. The White trainers’ perceptions of racial identity were impacted through environmental influences and their construction of Whiteness. Their racial consciousness was further developed through their work within racially diverse organizations and cultural diversity within the training environment exposed the trainers to their weaknesses and areas for growth. The process of becoming more culturally responsive trainers was a constant evolution that took place through self-reflection and the acknowledgment of race as an important component related to identity and their work.

Teen pregnancy in New Zealand has been constructed as a multifaceted problem, which has prompted scrutiny into the lives of pregnant and parenting teens and their children. Research largely presents teen mothers as ‘at risk’ parents and high school drop outs, with high rates of welfare dependence. Teen parents are considered unlikely to achieve the educational and economic success of their non-parenting peers. This research considers the impact of the experience at a Teen Parent Unit (TPU) on the ways pregnant and parenting teens understand and achieve success. Using a qualitative case study of a Teen Parent Unit in an urban setting in New Zealand, this thesis documents the experiences and perspectives of four young women. Its aim is to detail, explain and interpret the ways these pregnant and parenting teens understand their developing identities as successful students and parents. Drawing on social constructionist perspectives, the views of the young women participants, and of the researcher have been analysed through a conceptual lens of culturally responsive pedagogical theory. Comparisons are made between the culture of success that has been developed in the Teen Parent Unit setting and that of schools which have engaged in Māori culturally responsive pedagogical practice. This thesis offers a strengths-based analysis of an environment which, by reframing expectations of success, presents a challenge to negative academic and societal expectations of pregnant and parenting teens. Its goal is to provide educators, social support agencies, education and social policy makers with an analysis of approaches that have made important differences in the lives of the young women and their children.

Tertiary teachers who travel to another country for professional development encounter difficulties studying in different cultural and educational contexts. This research study investigated how Saudi Arabian teachers of adult learners experience learning about teaching during a New Zealand professional development course. It is part of a larger investigation into ways to improve curriculum design for in-service teacher education short courses for international teachers. A single case study was undertaken to investigate the views of a group of male Saudi Arabian teachers from tertiary technical institutions while in Aotearoa New Zealand to learn the English language, computing studies and adult education. An interpretive, participant observation method was used involving group interviews, written questionnaire, and personal journal. Focus groups were conducted at the beginning and end of the professional development programme to solicit pre-course expectations, identify post-course views of the in-service teacher education programme, and seek suggestions for improvements for future courses. Using a grounded theory approach, a coded analysis of the findings was conducted drawing out emergent themes from the participants’ comments. The findings were grouped into four tensions experienced by the participants. These included, the priority given to learning English language over improving their teaching skills; responding to boredom and lack of student engagement, and difficulties managing student behaviour as part of the student-teacher relationship; a desire to learn new practical teaching methods, rather than being taught the theory of teaching and learning; and differences between the Saudi Arabian and New Zealand learning environments. Responses to these tensions are discussed alongside a framework for high quality learning activities and implications are drawn for improving inter-relationships between teacher and learner. A mismatch was identified between prior expectations and assumptions by the participants and the actual design of the curriculum. Cultural issues are discussed in the context of different educational worldviews, including the status and roles of the teacher in Western and Arab societies, employing a critical pedagogy, and curriculum design for teacher professional development. A model is proposed of deliberate acts of culturally responsive teaching which may assist teacher educators in higher education and support the sustainability of in-service professional development for international teachers.

The Black experience is complex; often portrayed as a double consciousness or a tension between two warring ideas that penetrate the soul. Such duplicity can leave Black people perplexed regarding how to navigate in a White world with one dark body. This study explored the experiences of Black males in an urban teacher preparation program as they negotiated their double consciousness in order to understand how race and gender impact teaching and learning in urban schools. Four case studies were conducted representing self-identified Black male graduates who were part of a cohort of pre-service teachers. Data generated from coursework were used as a heuristic for introspective analysis by each participant and complemented by semi-structured interviews. The study illustrates the complex factors for Black males developing as culturally relevant responsive teachers and provides voice to the challenges Black males face while navigating in a capitalistic system that has historically denied equitable access. The research found that prior experiences with double consciousness perpetuate Black males’ oppression and forces them to see their perceived selves through their White counterparts’ and supervisors’ eyes. Double consciousness has a twoness that causes distrustfulness of those that are perceived to be oppressive while also inspires individuals to ‘be the best’. Cohort communities are a great way to facilitate a community of learners but if not managed carefully can lead to racial and ethnic separation. After graduating from the teacher preparation program, the Black males did not remain consistent with their cultural responsiveness but were charged to use the teaching profession as a means to create positive change for others. Findings from this study hold promise for helping teacher education programs develop experiences for Black males that capture and cultivate the unique embodiment of two clashing identities—American and Black.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.

<p>  </p> <p>Social justice researchers and practitioners have beckoned post-secondary institutions to provide inclusive and culturally responsive instructional practices that promote students' sense of belonging and empowerment. However, little research has demonstrated how competent intercultural behaviors can connect to one's integration of culturally responsive teaching. Therefore, this explanatory sequential mixed-methods study examined the interplay between these components within a distinguished undergraduate peer learning program, Supplemental Instruction (SI). Undergraduate SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion. This study was supported and guided by Hammer’s (2012) Intercultural Development Continuum (IDC) and Gay's (2018) Culturally Responsive Teaching (CRT) practices. Quantitative data were collected using Hammer's (2012) Intercultural Development Inventory (IDI), and qualitative data were in the form of interviews and analyses of leaders' session plans. The findings revealed that participants overestimated their intercultural competence. Relatedly, participants expressed concerns of uncertainty beyond solely acknowledging diversity and addressing intercultural insensitivity. Curricular and co-curricular programming were potential influencers to the leaders' intercultural competence knowledge (i.e., cultural self-awareness, culture-general, and culture-specific). Additionally, implications include recommendations for higher education administrators' initiatives for more inclusive and culturally responsive peer-learning programs. </p>

Master of Science / School of Family Studies and Human Services / Bronwyn S. Fees / All children participate in cultural practices that shape development. Meaningful, authentic connections and interactions with adults build the foundation for respectful integration of cultural diversity in the development of early childhood curriculum. The knowledge of how culture develops forms the foundation of cultural inclusion and appropriate practices in the early childhood setting. Cultural development encompasses the physical environment, the relationships built with people within the environment, and the expectations and roles placed on the child by the family, community and society. Culture is the context in which development occurs and directs the manner of development. The socio-cultural historical perspective, developed by Vygotsky (1978) and elaborated on by Rogoff, (2003) provides a framework for defining cultural development as participation and interactions among individuals as well as within the self. Research indicates recognizing and respecting cultural differences, however, remains a challenge for implementation of culturally appropriate practices. This paper reviews the connection between culture and development by applying the socio-cultural historical perspective to early childhood education classroom practices. Strategies for inclusion and culturally appropriate practice provide the focus for the discussion with illustrative examples from Hungary and the Midwestern United States. Implications for educators, administrators, and teacher training professionals are addressed.