THE EFFECTS OF TEACHERS' ATTITUDES, BEHAVIORS, AND SKILLS ON CULTURALLY RESPONSIVE TEACHING AND THE MULTICULTURAL CURRICULUM: AN ACTION RESEARCH STUDY OF A CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT GUIDE IN AN ELEMENTARY CLASSROOM

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Long, P. (2014). THE EFFECTS OF TEACHERS' ATTITUDES, BEHAVIORS, AND SKILLS ON CULTURALLY RESPONSIVE TEACHING AND THE MULTICULTURAL CURRICULUM: AN ACTION RESEARCH STUDY OF A CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT GUIDE IN AN ELEMENTARY CLASSROOM. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Today's students are more ethnically diverse than ever, but are taught by teachers who are a majority white. In response to this cultural mismatch, teachers are adopting innovative practices such as culturally responsive teaching. This qualitative research study utilized participatory action research to examine the perceived culturally responsive attitudes, behaviors, and skills of teachers. Next, this research study examined how teachers operationalized culturally responsive teaching and how the culturally responsive teaching professional development guide informed teachers of their culturally responsive practice. Specifically, through three observations of each participant using the theoretical culturally responsive teaching professional development guide individual participant interviews, culturally responsive attitudes, behaviors, and skills were observed and discussed. The theoretical culturally responsive teaching professional development guide was developed from a synthesis of scholarly culturally responsive literature and research. During two focus group meetings the participants revised the theoretical culturally responsive teaching professional development guide into a teacher-friendly culturally responsive teaching tool. Then a semantic analysis was conducted to ensure the participants' revisions maintained the integrity of the theoretical culturally responsive teaching professional development guide. Resulting from this research study are findings that teachers' voices should be utilized to create culturally responsive teaching tools, and there is a need for culturally responsive professional development for teachers and administrators.

Details
Author

Long, Pamela

Title

THE EFFECTS OF TEACHERS' ATTITUDES, BEHAVIORS, AND SKILLS ON CULTURALLY RESPONSIVE TEACHING AND THE MULTICULTURAL CURRICULUM: AN ACTION RESEARCH STUDY OF A CULTURALLY RESPONSIVE TEACHING PROFESSIONAL DEVELOPMENT GUIDE IN AN ELEMENTARY CLASSROOM

Physical Description

1 online resource (417 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Today's students are more ethnically diverse than ever, but are taught by teachers who are a majority white. In response to this cultural mismatch, teachers are adopting innovative practices such as culturally responsive teaching. This qualitative research study utilized participatory action research to examine the perceived culturally responsive attitudes, behaviors, and skills of teachers. Next, this research study examined how teachers operationalized culturally responsive teaching and how the culturally responsive teaching professional development guide informed teachers of their culturally responsive practice. Specifically, through three observations of each participant using the theoretical culturally responsive teaching professional development guide individual participant interviews, culturally responsive attitudes, behaviors, and skills were observed and discussed. The theoretical culturally responsive teaching professional development guide was developed from a synthesis of scholarly culturally responsive literature and research. During two focus group meetings the participants revised the theoretical culturally responsive teaching professional development guide into a teacher-friendly culturally responsive teaching tool. Then a semantic analysis was conducted to ensure the participants' revisions maintained the integrity of the theoretical culturally responsive teaching professional development guide. Resulting from this research study are findings that teachers' voices should be utilized to create culturally responsive teaching tools, and there is a need for culturally responsive professional development for teachers and administrators.

Genre

doctoral dissertations

Subjects--Topics

Multicultural education
Education, Elementary

Degree

Ph.D.

Keywords

Culturally
Development
Professional
Responsive
Teaching

Subject Area

Curriculum & Instruction

Advisor(s)

Hancock, Stephen

Committee Members

Glass, Tehia
Rock, Tracy
O'Brien, Christopher

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Long_uncc_0694D_10637

Permalink

http://hdl.handle.net/20.500.13093/etd:288