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Teachers' Perceptions of Race and Culture Differences Impacting Student-Teacher Relationships and Academics.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' Perceptions of Race and Culture Differences Impacting Student-Teacher Relationships and Academics./
作者:	Ware, Anthony.
面頁冊數:	1 online resource (150 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355342406

Teachers' Perceptions of Race and Culture Differences Impacting Student-Teacher Relationships and Academics.
Ware, Anthony.

Teachers' Perceptions of Race and Culture Differences Impacting Student-Teacher Relationships and Academics. - 1 online resource (150 pages)

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

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Disparities in student achievement between minority students and white students have been a constant concern in the United States. The specific problem this study addressed was the impact that race and cultural differences between K-5 majority White teachers and K-5 minority students has on teaching and learning. The purpose of this qualitative case study was to investigate K-5 teachers' perceptions about how racial and cultural differences influenced student-teacher relationships and students' academic performance. This study focused on how the phenomena of race and culture differences affected the capability of teachers and minority students to form strong bonds and positive educational relationships. The perceptions of ten certified K-5 teachers in the rural region of South Carolina who worked at the selected sites for at least five years were obtained. Purposeful sampling was employed to select teachers for selected schools in the district. The targeted population was interviewed through semi-structured open-ended interviews. The findings of this qualitative case study were organized for scanning of documents, transcribing interviews, and writing observation notes. Themes or codes represented consistent phrases, expressions, or ideas common among the study participants. The six themes that emerged from the study are (a) student motivation, (b) teaching style, (c) teacher as a role model, (d) teacher culturally competent, (e) race/culture affects student performance, and (f) expresses Cultural Relevant Teaching. The themes all have hypothetical implications based on the results. Furthermore, the themes should be developed further to improve student-teacher relationships that may be affected by race/culture differences and academics. Ten participants contributed by explaining how they perceived race and culture to be factors which influenced student-teacher relationships and their academic performance. The data were examined for likenesses and dissimilarities. The investigation of the gathered responses from teachers revealed that they all agreed that race and racial mismatches between students and their teacher did not impact their teaching or deter students' academic learning in their classes. Furthermore, all teachers expressed support for more knowledge and professional development opportunities focusing on instructing students from diverse cultures to enable them to be more effective educators. The results of the study implied that not all teachers were satisfactorily prepared to effectively teach students of diversity. It is recommended that policy makers and school leaders incorporate programs specifically to prepare and educate teachers on addressing the needs and interest of students from diverse backgrounds.

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

Mode of access: World Wide Web

ISBN: 9780355342406Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Perceptions of Race and Culture Differences Impacting Student-Teacher Relationships and Academics.
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