國立虎尾科技大學 |

Race Equity and Culturally Relevant Pedagogy : = Evidence of Professional Learning in Elementary Classroom Discourse.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Race Equity and Culturally Relevant Pedagogy :/
其他題名:	Evidence of Professional Learning in Elementary Classroom Discourse.
作者:	Creamer, Victoria Lunetta.
面頁冊數:	1 online resource (204 pages)
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438339118

Race Equity and Culturally Relevant Pedagogy : = Evidence of Professional Learning in Elementary Classroom Discourse.
Creamer, Victoria Lunetta.

Race Equity and Culturally Relevant Pedagogy :Evidence of Professional Learning in Elementary Classroom Discourse. - 1 online resource (204 pages)

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2018.

Includes bibliographical references

The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district's eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher's setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups.

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

Mode of access: World Wide Web

ISBN: 9780438339118Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Race Equity and Culturally Relevant Pedagogy : = Evidence of Professional Learning in Elementary Classroom Discourse.
LDR:02360ntm a2200325Ki 4500 001 917920
005 20181022132250.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438339118
035 $a (MiAaPQ)AAI10839335
035 $a (MiAaPQ)upenned:10461
035 $a AAI10839335
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Creamer, Victoria Lunetta. $3 1192116
245 1 0 $a Race Equity and Culturally Relevant Pedagogy : $b Evidence of Professional Learning in Elementary Classroom Discourse.
264 0 $c 2018
300 $a 1 online resource (204 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: 80-01(E), Section: A.
500 $a Adviser: Betsy R. Rymes.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2018.
504 $a Includes bibliographical references
520 $a The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district's eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher's setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Pennsylvania. $b Educational Leadership. $3 1192092
773 0 $t Dissertation Abstracts International $g 80-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10839335 $z click for full text (PQDT)