東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Culturally Responsive Teaching and D...

Wairia, Charles.

Linked to FindBook

Google Book

Amazon

博客來

Culturally Responsive Teaching and Decision Making in Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Culturally Responsive Teaching and Decision Making in Schools./
Author:	Wairia, Charles.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	250 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Multicultural Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10262345
ISBN:	9781369666410

Culturally Responsive Teaching and Decision Making in Schools.
Wairia, Charles.

Culturally Responsive Teaching and Decision Making in Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 250 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2017.

The purpose of this qualitative exploratory case study was to explore how teachers and administrators are culturally responsive in their teaching and decision-making in a school district in eastern United States. This study was guided by two concepts; culturally responsive teaching and culturally responsive pedagogy. The researcher conducted face-to-face interviews with 15 active teachers and administrators in the school district. The teachers perceived that students suffered from cultural exclusivity and the teachers had to build relationships in order to reach the students for learning to take place. Teachers lack adequate formal training in culturally responsive teaching and are left to be innovative on their own. Administrators were data driven with data being desegregated in terms of race, gender, grade level. However, culturally responsive teaching or decision-making did not appear to be a high priority. Administrators were the mediators in cases of cultural conflict. The impact of culture in the classroom remains largely misunderstood, ignored or minimized while the population is increasingly multicultural. This study has supported the need for teachers to make learning relevant to the experiences of the students. This study has shown that building of relationships between the students, teachers, and parents is instrumental in culturally responsive teaching.

ISBN: 9781369666410Subjects--Topical Terms:

2122919
Multicultural Education.

Culturally Responsive Teaching and Decision Making in Schools.
LDR:02338nmm a2200313 4500 001 2154895
005 20180426101948.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9781369666410
035 $a (MiAaPQ)AAI10262345
035 $a (MiAaPQ)gcu:10426
035 $a AAI10262345
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wairia, Charles. $3 3342633
245 1 0 $a Culturally Responsive Teaching and Decision Making in Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Loretta Gorman.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2017.
520 $a The purpose of this qualitative exploratory case study was to explore how teachers and administrators are culturally responsive in their teaching and decision-making in a school district in eastern United States. This study was guided by two concepts; culturally responsive teaching and culturally responsive pedagogy. The researcher conducted face-to-face interviews with 15 active teachers and administrators in the school district. The teachers perceived that students suffered from cultural exclusivity and the teachers had to build relationships in order to reach the students for learning to take place. Teachers lack adequate formal training in culturally responsive teaching and are left to be innovative on their own. Administrators were data driven with data being desegregated in terms of race, gender, grade level. However, culturally responsive teaching or decision-making did not appear to be a high priority. Administrators were the mediators in cases of cultural conflict. The impact of culture in the classroom remains largely misunderstood, ignored or minimized while the population is increasingly multicultural. This study has supported the need for teachers to make learning relevant to the experiences of the students. This study has shown that building of relationships between the students, teachers, and parents is instrumental in culturally responsive teaching.
590 $a School code: 1582.
650 4 $a Multicultural Education. $3 2122919
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational administration. $3 2122799
690 $a 0455
690 $a 0456
690 $a 0514
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 2097618
773 0 $t Dissertation Abstracts International $g 78-08A(E).
790 $a 1582
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10262345