abstract: This study utilized a Culturally Responsive Teaching training and bi-weekly collaboration sessions to improve the connectedness between teachers and their Latino male students. Three first-year teachers and 21 students participated in this study to learn how teaching practice and student classroom experiences changed as a result of the innovations. The findings showed teachers modified their planning and teaching and demonstrated more frequent culturally responsive teaching behaviors at the end of the implementation period. Participating students also showed increased classroom engagement and stronger relationships with their teachers, in addition to feeling more valued and included in the classroom. This study highlights effective structures and practices in areas such as cultural responsiveness implementation, teacher collaboration processes, teaching evaluations, and professional development models. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:55532 |
| Date | January 2019 |
| Contributors | Thomas, Richard (Author), Bernstein, Katie (Advisor), Waite, Bryan (Committee member), Carrillo, Juan (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 164 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0017 seconds