<p> The assumed achievement gap between students of color and their White counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. Although Gay (2001) has advocated for teachers to match instruction to “… the cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them,” still culturally responsive teaching continue to be under-used by teachers (Ware, 2006; Siwatu 2011). </p><p> This study explored the relationship of teacher sense of efficacy or future facing self-evaluations of knowing what to do and how to do it in using culturally responsive teaching practices to improve the achievement of urban grade school students of color. Through a mixed-methods design, the investigator went beyond predicting the existence of a relationship between teacher sense of efficacy in the use of culturally responsive teaching practices toward uncovering the impact of this relationship upon the reading and math achievement of urban students of color. It was discovered that universally assumed social values (McGruder, 1999: Donovan & Marlatt, 1988; Nichols, 1986) or epistemology (Nichols, 1986) not only influence the teacher’s efficacy (Bandura, 1997) in gaining knowledge of cultural responsiveness but also in knowing how to use the practices of cultural responsiveness.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10605591 |
| Date | 13 September 2017 |
| Creators | Revell, Michael Mike |
| Publisher | Bowie State University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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