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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Examination of the Relationship between Teacher Cultural Competence and Student Achievement./
作者:	Mitchell, Thomas L.
面頁冊數:	1 online resource (205 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
標題:	Educational leadership. -
電子資源:	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.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
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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.
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