國立虎尾科技大學 |

An Examination of the Relationship between Teacher Cultural Competence and Student Achievement.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Examination of the Relationship between Teacher Cultural Competence and Student Achievement./
Author:	Mitchell, Thomas L.
Description:	1 online resource (205 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780355986518

An Examination of the Relationship between Teacher Cultural Competence and Student Achievement.
Mitchell, Thomas L.

An Examination of the Relationship between Teacher Cultural Competence and Student Achievement. - 1 online resource (205 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Southern Connecticut State University, 2018.

Includes bibliographical references

This study examined the relationship between teacher cultural competence and math achievement of students of color. It analyzed culturally responsive teacher preparedness (CRTPS), culturally responsive teacher practices (CRTPS-2), cultural intelligence (CQS), and teacher multicultural awareness (TMAS) (IVs) on student math achievement (DV) through hierarchical linear modeling (HLM) and bivariate correlations via SPSS software. The hypothesis of the multiple linear relationship failed to reject the proposed relationship between student achievement in math and CRTPS, CRTPS-2, CQS, and TMAS. The outcomes of HLM determined no statistical significance. As well, bivariate correlations determined that the strength of relationships between each independent variable and the dependent variable were small and were not statistically significant. While this research study produced no statistical significance, the relationships continue to warrant further investigation. There were some interesting other finds that warrant additional exploration. This study addressed concerns about the achievement gap, cultural competency, and implications for teaching and learning as it relates to students of color.

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

Mode of access: World Wide Web

ISBN: 9780355986518Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

An Examination of the Relationship between Teacher Cultural Competence and Student Achievement.
LDR:02442ntm a2200349K 4500 001 914757
005 20180724121429.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355986518
035 $a (MiAaPQ)AAI10688354
035 $a (MiAaPQ)southernct:10305
035 $a AAI10688354
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Mitchell, Thomas L. $3 1188093
245 1 3 $a An Examination of the Relationship between Teacher Cultural Competence and Student Achievement.
264 0 $c 2018
300 $a 1 online resource (205 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Sousan Arafeh.
502 $a Thesis (Ed.D.)--Southern Connecticut State University, 2018.
504 $a Includes bibliographical references
520 $a This study examined the relationship between teacher cultural competence and math achievement of students of color. It analyzed culturally responsive teacher preparedness (CRTPS), culturally responsive teacher practices (CRTPS-2), cultural intelligence (CQS), and teacher multicultural awareness (TMAS) (IVs) on student math achievement (DV) through hierarchical linear modeling (HLM) and bivariate correlations via SPSS software. The hypothesis of the multiple linear relationship failed to reject the proposed relationship between student achievement in math and CRTPS, CRTPS-2, CQS, and TMAS. The outcomes of HLM determined no statistical significance. As well, bivariate correlations determined that the strength of relationships between each independent variable and the dependent variable were small and were not statistically significant. While this research study produced no statistical significance, the relationships continue to warrant further investigation. There were some interesting other finds that warrant additional exploration. This study addressed concerns about the achievement gap, cultural competency, and implications for teaching and learning as it relates to students of color.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a African American studies. $3 1180117
650 4 $a Hispanic American studies. $3 1179515
650 4 $a Multicultural Education. $3 1179578
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0296
690 $a 0737
690 $a 0455
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Southern Connecticut State University. $b Educational Leadership. $3 1188094
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10688354 $z click for full text (PQDT)