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An exploration on teachers' cultural...

Capella University., School of Education.

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An exploration on teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in a high accountability epoch: A qualitative case study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An exploration on teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in a high accountability epoch: A qualitative case study./
Author:	Morgan, Iris D.
Description:	132 p.
Notes:	Adviser: Jason K. Ward.
Contained By:	Dissertation Abstracts International70-02A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344522
ISBN:	9781109020250

An exploration on teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in a high accountability epoch: A qualitative case study.
Morgan, Iris D.

An exploration on teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in a high accountability epoch: A qualitative case study. - 132 p.

Adviser: Jason K. Ward.

Thesis (Ph.D.)--Capella University, 2009.

Changes in demographics have a major impact on schools across the nation, which is readily observed through the achievement gap that persists between white students' academic performance and students of color. Research suggests that the United States is one of the first nations to have people from every nation across the globe finding residence within. In addition to the change in demographics, prospective teachers entering schools do not reflect the array of diverse students served in schools. Today's classroom requires teachers to deliver an educational format that extends to all of the students regardless of their diverse backgrounds. Classroom teachers are faced with the challenge to implement instruction that offers optimum opportunities to learn, while maintaining subject matter accountability. In order to increase student success and maintain accountability, it is vital that teachers help students bridge the gap between home and school. Developing a culturally responsive instructional environment will assist in eliminating cultural biases, while making learning conclusive for all ethnic, cultural and language diverse students. This study explored four math teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in their classroom practice, at the secondary level. The results of this study indicated that teacher knowledge in relation to multiculturalism and culturally responsive practices were minimal to moderate. The aggregated data revealed a need for teachers to receive more exposure and training on culturally responsive teaching practices, especially in content-specific subject matter.

ISBN: 9781109020250Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

An exploration on teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in a high accountability epoch: A qualitative case study.
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020 $a 9781109020250
035 $a (UMI)AAI3344522
035 $a AAI3344522
040 $a UMI $c UMI
100 1 $a Morgan, Iris D. $3 1026477
245 1 3 $a An exploration on teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in a high accountability epoch: A qualitative case study.
300 $a 132 p.
500 $a Adviser: Jason K. Ward.
500 $a Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0459.
502 $a Thesis (Ph.D.)--Capella University, 2009.
520 $a Changes in demographics have a major impact on schools across the nation, which is readily observed through the achievement gap that persists between white students' academic performance and students of color. Research suggests that the United States is one of the first nations to have people from every nation across the globe finding residence within. In addition to the change in demographics, prospective teachers entering schools do not reflect the array of diverse students served in schools. Today's classroom requires teachers to deliver an educational format that extends to all of the students regardless of their diverse backgrounds. Classroom teachers are faced with the challenge to implement instruction that offers optimum opportunities to learn, while maintaining subject matter accountability. In order to increase student success and maintain accountability, it is vital that teachers help students bridge the gap between home and school. Developing a culturally responsive instructional environment will assist in eliminating cultural biases, while making learning conclusive for all ethnic, cultural and language diverse students. This study explored four math teachers' cultural perceptions and readiness for incorporating culturally responsive teaching in their classroom practice, at the secondary level. The results of this study indicated that teacher knowledge in relation to multiculturalism and culturally responsive practices were minimal to moderate. The aggregated data revealed a need for teachers to receive more exposure and training on culturally responsive teaching practices, especially in content-specific subject matter.
590 $a School code: 1351.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
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690 $a 0282
690 $a 0534
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 70-02A.
790 $a 1351
790 1 0 $a King, Stanley $e committee member
790 1 0 $a Rogers, Carolyn $e committee member
790 1 0 $a Ward, Jason K., $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344522