This research study examined the most salient experiences that facilitated the multicultural understanding, development, and practices of effective teachers of diverse students. Field notes collected during four months of participant observation in addition to teacher and student interviews provided the data for this study. Critical race theory was used as a framework for exploring the factors influencing the teachers' educational philosophies and pedagogical practices. The data for this study were analyzed according to emerging themes, depicting each teacher's background experiences, instructional philosophies and practices, and their recommendations for pre-service teacher teacher education. The following themes emerged from the data analysis and interpretations: (1) Teachers' background experiences provoked an awareness of societal influences on race; (2) Teachers' understanding of the sociocultural factors of race influenced their pedagogical decisions; (3) Teachers' critical awareness promoted a comprehensive view of students and their behaviors. The implications from this study suggest that opportunities to critically examine society promote an understanding of how societal messages both implicit and explicit influence thinking which in turn affects how teachers and students participate in the process of "schooling." / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/30251 |
| Date | 05 January 2006 |
| Creators | Wallace, Tamara K. |
| Contributors | Teaching and Learning, Bailey, Carol A., Barber, Elizabeth A., Kershaw, Terry, Potts, Ann, Brand, Brenda R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | BodyMatter2.pdf, BackMatter2.pdf, FrontMatter2.pdf |
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