<p> This study explores how quality experienced teachers use culture to successfully deliver K-12 classroom instruction. Additionally, it develops and tests the effectiveness of a resource designed to instruct early career teachers on the use of culture to deliver classroom instruction. </p><p> Research was conducted in two phases over a four-year time frame (2014-2017). The study followed a mixed methods exploratory sequential design, using a participatory action research approach. Phase 1 gathered qualitative data from 20 experienced teachers located in two states, which were analyzed using constructed grounded theory. The results of this analysis, accompanied by a literature review, resulted in the development of a Chapter about Culture (CAC), an instructional resource on teaching through culture for early career teachers.</p><p> Phase 2 gathered quantitative data using a Checklist of Classroom Inventory (CCI) from eight Alaska early career teachers and one Montana experienced teacher, and were analyzed by averaging the pre/post CAC scores and comparing the differences. In addition, one open-ended question after use of CAC provided additional qualitative data about the resourcefulness of CAC, as well as the process for implementing the lessons.</p><p> Phase 1 results revealed five common themes when teaching through culture: Relationships, Communication, Connections, Respect, and Multicultural Resources. These themes contributed to the construction of a value-added theory of practice for teaching through culture, and served as the basis of the CAC. Phase 2 results demonstrated growth by early career teachers after using the newly created CAC in all five themes of teaching through culture.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10784147 |
| Date | 15 May 2018 |
| Creators | Littlebear, Janice DeVore |
| Publisher | University of Alaska Fairbanks |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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