The purpose of this study was to examine the relationship between urban
teachers’ perceptions and their implementation of culturally responsive materials into the
classroom. Specifically, this study examined the influences of age, years of teaching
experience, level of education, professional development, and prior knowledge with
culturally diverse populations on perceptions of implementing culturally responsive
materials into urban elementary classrooms.
Based on the results of this research, the variables of age, teaching experience,
and professional development were found to affect how teachers value culturally
responsive materials. This suggests that variables can have important ramifications for
educators and administrators in urban and culturally diverse schools.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2010-12-8875 |
| Date | 2010 December 1900 |
| Creators | Hicks, Johnetta |
| Contributors | Carter, Norvella P. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | thesis, text |
| Format | application/pdf |
Page generated in 0.0017 seconds