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A comparison of rural middle school ...

Prater, Viola Marlene.

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A comparison of rural middle school teachers' perceptions of culturally responsive teaching.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A comparison of rural middle school teachers' perceptions of culturally responsive teaching./
Author:	Prater, Viola Marlene.
Description:	147 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Middle School. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587728
ISBN:	9781303251269

A comparison of rural middle school teachers' perceptions of culturally responsive teaching.
Prater, Viola Marlene.

A comparison of rural middle school teachers' perceptions of culturally responsive teaching. - 147 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--Tennessee State University, 2013.

The purpose of this descriptive survey research study was to compare the perceptions of culturally responsive pedagogy of rural middle school teachers. Three middle schools in southeast Tennessee were selected for use in the study. Data were collected from the Teachers' Multicultural Attitude Survey (TMAS) during the 2009-2010 school year, and analyses were conducted to compare means of survey responses. A one-way 2 x 2 x 6 analysis of variance (ANOVA) was conducted using the TMAS score as the dependent variable. The independent variables tested were: (a) school size---large and small/medium), (b) educational attainment---graduate or undergraduate degree, and (c) level of teaching experience---0-2 years, 3-5 years, 6-10 years, 11-15 years, 16-20 years, and 21 years or more. Three null hypotheses were formulated and tested at the 0.05 level of significance. No statistically significant differences were found between teacher perceptions toward culturally responsive pedagogy and any of the independent variables. One recommendation for practitioners includes conducting teacher in-service training specifically designed to help faculty members meet the needs of culturally and ethnically diverse students. A majority of teachers in this study were Caucasian. Future research may include (a) conducting a similar study at schools having greater cultural and ethnic diversity within the faculty, or (b) comparing rural, urban, and suburban schools of similar sizes. The document contains 147 pages; 24 tables, 4 figures; and, 10 appendices.

ISBN: 9781303251269Subjects--Topical Terms:

1030813
Education, Middle School.

A comparison of rural middle school teachers' perceptions of culturally responsive teaching.
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100 1 $a Prater, Viola Marlene. $3 2098945
245 1 2 $a A comparison of rural middle school teachers' perceptions of culturally responsive teaching.
300 $a 147 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Eleni Coukos Elder.
502 $a Thesis (Ed.D.)--Tennessee State University, 2013.
520 $a The purpose of this descriptive survey research study was to compare the perceptions of culturally responsive pedagogy of rural middle school teachers. Three middle schools in southeast Tennessee were selected for use in the study. Data were collected from the Teachers' Multicultural Attitude Survey (TMAS) during the 2009-2010 school year, and analyses were conducted to compare means of survey responses. A one-way 2 x 2 x 6 analysis of variance (ANOVA) was conducted using the TMAS score as the dependent variable. The independent variables tested were: (a) school size---large and small/medium), (b) educational attainment---graduate or undergraduate degree, and (c) level of teaching experience---0-2 years, 3-5 years, 6-10 years, 11-15 years, 16-20 years, and 21 years or more. Three null hypotheses were formulated and tested at the 0.05 level of significance. No statistically significant differences were found between teacher perceptions toward culturally responsive pedagogy and any of the independent variables. One recommendation for practitioners includes conducting teacher in-service training specifically designed to help faculty members meet the needs of culturally and ethnically diverse students. A majority of teachers in this study were Caucasian. Future research may include (a) conducting a similar study at schools having greater cultural and ethnic diversity within the faculty, or (b) comparing rural, urban, and suburban schools of similar sizes. The document contains 147 pages; 24 tables, 4 figures; and, 10 appendices.
590 $a School code: 0840.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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690 $a 0455
690 $a 0631
710 2 $a Tennessee State University. $b Educational Administration. $3 1026371
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0840
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3587728