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Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School StudentsMcGill, Robert James 01 January 2018 (has links)
This dissertation examines teacher’s perspectives regarding the classroom strategies,
behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts.
Culturally Relevant Pedagogy was used as the theoretical framework for this study as it describes approaches to teaching students from historically marginalized groups in ways that are more relevant to their cultural strengths, assets, and knowledge-bases.
Q methodology was selected for this study because it was designed to examine human subjectivity using both quantitative and qualitative techniques. Forty-two teachers sorted 36 statements, each representing a practice, strategy, or behavior identified by participants as being culturally relevant to African American students, based on their perceived effectiveness. These 42 Q sorts were then correlated. Principal component analysis and Varimax rotation were used to examine the relationships among the correlations and extract 4 factors, 1 of which was bipolar, or containing two different, but mirrored perspectives. The factor arrays of these 5 perspectives were then examined, described, and named: Responsive to Students Cultural Backgrounds, Responding through Honoring and Exploring Culture, Responding through Structure, Routines, and Direct Advocacy, Conducive and Inclusive Learning Environment, Non-responsive Culture Free Pedagogical Practices. Implications and recommendations for practice, theory, and policy were also discussed.
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Teaching and Learning for Intercultural Sensitivity: A Cross-Cultural Examination of American Domestic Students and Japanese Exchange StudentsSakurauchi, Yoko Hwang 07 March 2014 (has links)
Global student mobility has become a dynamic force in American higher education. Integrating international students into diverse campus environments provides domestic as well as foreign students with enriched learning opportunities. However, a diverse campus climate itself will not make college students interculturally competent. Intentional curricular design is critical for overcoming issues such as resistance and reinforcement of stereotypes, but the research literature is extremely limited on effective pedagogical strategies for cultivating college students' intercultural sensitivity.
This paper explicates a research study to investigate college students' development of intercultural sensitivity through an intentional course design utilizing Kolb's (1984) learning styles cycle and Hammer's (2009) Intercultural Development Continuum (IDC). Quantitative and qualitative data were collected to explore domestic and international students' intercultural learning experiences and to potentially identify pedagogical approaches that facilitate students' intercultural competence. These findings show that the four pedagogical strategies associated with Kolb's learning cycle were effective and crucial when designing an intercultural course in order to develop college students' intercultural competence. This study also revealed a gap in intercultural development through the intentional intercultural course between American students and Japanese exchange students due to their vastly different intercultural experiences.
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The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case StudyTaylor, Rosalyn 09 April 2018 (has links)
The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming.
The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners.
Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008).
I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions?
2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end?
3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness?
The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.
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Toward Critical Counseling: A Content Analysis of Critical Race Theory and Culturally Relevant Pedagogy in Community College Counselor EducationInsley, Lyman A 01 December 2019 (has links)
Background: Prior to the early 1990s, most counselor preparation programs did not have multicultural competencies. Therefore, a call was made for the use of multicultural competencies in counselor preparation programs. Yet, the popularization of multicultural competencies of this time in education had a Eurocentric bent, a kind of colorblindness
More recently, scholars confirmed that these Eurocentric multicultural competencies had become the primary template from which counselor preparation programs taught culturally responsive and relevant pedagogy. Therefore, a call was made for the use of critical race theory (CRT) in counselor preparation programs to challenge and change Eurocentric cultural competence.
Purpose: This study explored the presence of CRT and culturally relevant pedagogy in an educational counseling master’s program preparing community college counselors.
Methodology: This content analysis explored an educational counseling master’s program. Various data collection methods employed included program document analysis, and semi-structured interviews of program faculty/counselor-educators, program student-counselors/alumni.
Conclusion: The main findings of this content analysis are that although not explicit, and albeit limited, evidence of CRT themes were inferred in some way in the program’s content; while culturally relevant pedagogy was evident within the variety of counseling techniques employed.
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Community-based Culturally Relevant Art Education for Korean-American Elementary Students: Impact and Policy ImplicationsKoh, Youngaah 02 October 2019 (has links)
No description available.
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High Achieving Black Students’ Mathematics Identities in the High School to CollegeTransition in STEMAyisi, Elizabeth O. 23 May 2022 (has links)
No description available.
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Culturally Competent EvaluationsChen, Cristina Rodríguez 05 1900 (has links)
Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs.
The first chapter of the dissertation reports on a review of 21 articles conducted to address best practices for evaluating culturally and linguistically diverse (CLD) learners, evaluator self-efficacy, and recommendations for conducting culturally competent assessments and evaluations. The majority of the articles identified in this review focused on recommendations for best practices for conducting evaluations rather than reporting empirical findings related to the topic. Only one study was identified that focused on appropriate training needed by evaluation staff to effectively discriminate between language difference and a disability. Based on the findings of this review, additional research, using a rigorous methodology is needed.
Addressing that need, the second chapter reports the results of a study conducted to examine the effectiveness of Project PEAC3E (Preparing Evaluators to Accurately Conduct Culturally Competent Evaluations), a reform-oriented professional development model, using case-based activities designed to increase evaluators' sense of self-efficacy, cultural competence, and the accuracy of evaluator eligibility decisions for English language learners (ELLs). The study found that Project PEAC3E was effective in increasing evaluator self-efficacy.
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Caregivers’ Perspectives on Family Participation in the Family Time Initiative Program: Nutrition, Physical Activity, and Cultural PerceptionsGordon, Diandra Renee January 2018 (has links)
No description available.
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Pre-Service Teachers' Attitudes and Assumptions of Culturally Responsive Teaching PracticesCooper, Carly 11 June 2020 (has links)
No description available.
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They want the rhythm but not the blues: A mixed methods research study exploring the experiences of Black Women teachers in K-12 schools in predominantly White workspacesMcCoy, Candace N. 26 March 2021 (has links)
No description available.
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