Looking for best teaching practices has always been an important issue for educators. Teacher education programs, school districts, and researchers have gone to great lengths to train teachers to teach "better." Yet, students are still not performing well in school, specifically minority students. The achievement gap and dropout rates only get larger between Latino students and their White peers. According to National Center for Educational Statistics (NCES, 2002), in the United States the drop out rate for Latino students is 23.8% compared to 6.8% for White students. With such disparities occurring, what is being done to address this large, under-performing population? What do Latino students need in order to succeed in the American school system? One of the known ways to help Latino students succeed is culturally responsive teaching (Banks, 2006).
Are culturally responsive teaching practices the best pedagogical approach for Latino students? And if so, do teachers understand what these practices entail? This inquiry was a qualitative study highlighting the teaching practices of three self-identified culturally responsive teachers working in an inner-city school that is predominately populated by low performing Latino students. This study involved observations and interviews with three teachers and employed ethnographic methods highlighting not only what culturally relevant teachers in classroom practices with Latino students, but also how these practices help teachers' efficacy improve.
| Identifer | oai:union.ndltd.org:lmu.edu/oai:digitalcommons.lmu.edu:etd-1547 |
| Date | 01 January 2009 |
| Creators | Acuña, Santa Gabriela |
| Publisher | Digital Commons at Loyola Marymount University and Loyola Law School |
| Source Sets | Loyola Marymount University |
| Detected Language | English |
| Type | text |
| Source | LMU/LLS Theses and Dissertations |
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