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Culturally Responsive Teaching and Decision Making in Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Culturally Responsive Teaching and Decision Making in Schools./
Author:	Wairia, Charles.
Description:	1 online resource (250 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Multicultural Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369666410

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

Culturally Responsive Teaching and Decision Making in Schools. - 1 online resource (250 pages)

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

Thesis (Ed.D.)

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369666410Subjects--Topical Terms:

1179578
Multicultural Education.
Index Terms--Genre/Form:

554714
Electronic books.

Culturally Responsive Teaching and Decision Making in Schools.
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099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Wairia, Charles. $3 1179924
245 1 0 $a Culturally Responsive Teaching and Decision Making in Schools.
264 0 $c 2017
300 $a 1 online resource (250 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Loretta Gorman.
502 $a Thesis (Ed.D.) $c Grand Canyon University $d 2017.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Multicultural Education. $3 1179578
650 4 $a Pedagogy. $3 1148703
650 4 $a Educational administration. $3 1148465
655 7 $a Electronic books. $2 local $3 554714
690 $a 0455
690 $a 0456
690 $a 0514
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 1179925
773 0 $t Dissertation Abstracts International $g 78-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10262345 $z click for full text (PQDT)