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First Year Teachers' Perceptions of Preparedness to Meet the Needs of Culturally and Linguistically Diverse Students.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	First Year Teachers' Perceptions of Preparedness to Meet the Needs of Culturally and Linguistically Diverse Students./
Author:	Anthony, Hannah M.
Description:	1 online resource (174 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355437706

First Year Teachers' Perceptions of Preparedness to Meet the Needs of Culturally and Linguistically Diverse Students.
Anthony, Hannah M.

First Year Teachers' Perceptions of Preparedness to Meet the Needs of Culturally and Linguistically Diverse Students. - 1 online resource (174 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--Texas Wesleyan University, 2017.

Includes bibliographical references

This study was designed to determine if there is a connection between the preparation of first year teachers to meet the needs of culturally diverse students and the pedagogical education they receive in their preparation program. The researcher was guided by three research questions: 1) How do first year teachers feel about how their certification program prepared them to meet the needs of culturally and linguistically diverse students during their first year of teaching? 2) Do perceptions of preparedness to meet the needs of culturally and linguistically diverse students differ between traditionally and alternatively certified teachers and if so, how? 3) What characteristics are evident in first year teachers who practice culturally responsive teaching? Participants were first year teachers at the end of their first year of teaching in the North Texas area. A total of 20 participants participated in the study by completing a Teacher Demographic Questionnaire (TDQ) and the Culturally Responsive Teacher Self-Efficacy scale (CRTSES) survey (Siwatu, 2006). From these participants, nine participated in follow-up interviews in which they provided further insight into their experiences. Data from the TDQ was charted and color coded to determine emerging themes. The data collected from follow-up interviews was transcribed and then charted and color coded to determine emerging themes. The data from each question of the CRTSES survey was totaled and the mean calculated. Questions were then ranked into mean ranges and examined in order to determine which culturally responsive skills received higher and lower scores. Results of the study indicated many teachers did feel adequately prepared by their programs, but differences did exist between traditionally certified candidates, who reported higher perceptions of preparedness, and those from alternative certification programs, who reported lower perceptions of preparedness. For leaders of field experiences and preparation programs as well as P-12 hiring personnel and mentors of first year teachers, these findings may provide guidance and insight into the structure of programs and practices as well as a base of knowledge that can be used to create personalized instruction and guidance to first year teachers working with culturally and linguistically diverse students.

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

Mode of access: World Wide Web

ISBN: 9780355437706Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

First Year Teachers' Perceptions of Preparedness to Meet the Needs of Culturally and Linguistically Diverse Students.
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520 $a This study was designed to determine if there is a connection between the preparation of first year teachers to meet the needs of culturally diverse students and the pedagogical education they receive in their preparation program. The researcher was guided by three research questions: 1) How do first year teachers feel about how their certification program prepared them to meet the needs of culturally and linguistically diverse students during their first year of teaching? 2) Do perceptions of preparedness to meet the needs of culturally and linguistically diverse students differ between traditionally and alternatively certified teachers and if so, how? 3) What characteristics are evident in first year teachers who practice culturally responsive teaching? Participants were first year teachers at the end of their first year of teaching in the North Texas area. A total of 20 participants participated in the study by completing a Teacher Demographic Questionnaire (TDQ) and the Culturally Responsive Teacher Self-Efficacy scale (CRTSES) survey (Siwatu, 2006). From these participants, nine participated in follow-up interviews in which they provided further insight into their experiences. Data from the TDQ was charted and color coded to determine emerging themes. The data collected from follow-up interviews was transcribed and then charted and color coded to determine emerging themes. The data from each question of the CRTSES survey was totaled and the mean calculated. Questions were then ranked into mean ranges and examined in order to determine which culturally responsive skills received higher and lower scores. Results of the study indicated many teachers did feel adequately prepared by their programs, but differences did exist between traditionally certified candidates, who reported higher perceptions of preparedness, and those from alternative certification programs, who reported lower perceptions of preparedness. For leaders of field experiences and preparation programs as well as P-12 hiring personnel and mentors of first year teachers, these findings may provide guidance and insight into the structure of programs and practices as well as a base of knowledge that can be used to create personalized instruction and guidance to first year teachers working with culturally and linguistically diverse students.
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