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Dissertations / Theses on the topic 'Culturally Relevant Teaching Practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Namatovu, Winnifred Kiwanuka. "Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

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Knapp, Jennifer McClelland. "The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576.

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3

McDaniel, Grace Ann. "Extending the Parameters: An Inquiry into Teaching Practices for Children from Diverse Populations and Homeless Environments." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345568393.

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Cooper, Carly. "Pre-Service Teachers' Attitudes and Assumptions of Culturally Responsive Teaching Practices." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591878271243927.

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Rivera, Herminia J. "A tale of two teachers culturally relevant teaching case studies of theory and practice /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149002710.

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6

Spader, Karen Marie. "White Novice Teachers' Perceptions Regarding Their Preparation for Teaching Culturally Diverse Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/504.

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At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing

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Chen, Cristina Rodriguez. "Culturally Competent Evaluations." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984176/.

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Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs. The first chapter of the dissertation reports on a review of

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8

Fleischaker, Rachael Lynn. "Culturally Responsive Music Education: Conceptual and Practical Approaches of Elementary General Music Teachers." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620832759515162.

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Ochoa, Raul. "An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/128.

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In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify

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10

Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.

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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided

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11

Whaley, Kimberly Dawn. "Instructional Reading Practices for Third Grade African American Males." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6385.

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African American males often struggle to read on grade level. However, 3 East Texas Title I schools demonstrated exceptionally high levels of reading proficiency with this population. This study addressed the knowledge gap of understanding the instructional practices linked to high reading achievement of third grade African American males in Title I schools in East Texas. Guided by Ladson-Billings's theory of culturally relevant pedagogy, which builds upon academic success, cultural competence, and development of critical consciousness, and supported by Vygotsky's theory of social and cognitiv

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12

Hollister, Rachel. "Culturally relevant teaching in action." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hollister_RMIT2010.pdf.

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13

Ayers-Arnone, Rachael Marie. "Culturally relevant teaching in the art classroom." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2816.

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As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and install

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14

Rees, Sarah Kathleen. "One preservice teacher's development of culturally relevant teaching." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284154.

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Nationally, teacher preparation programs are calling for an increased level of diversity awareness, and therefore teacher preparation programs have answered with various courses and integrated attempts to prepare preservice teachers to work effectively with an increasingly diverse student population. Although there are certain agreed upon elements of successful teacher preparation for diverse settings, much is unknown about teaching across cultures. There is also a need to document the process of preparing teachers for cultural diversity. In this study, qualitative case study methodology was u

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15

Nyarambi, Arnold. "The Necessity of Culturally Relevant Teaching and Culturally Responsive Behavior Management. A Multicultural Perspective." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8231.

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Monobe, Gumiko. "Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

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Gorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.

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<p> This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher th

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Mason, Denise Ryan. "Teaching Abroad and Implementing Culturally Appropriate Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4076.

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The increasingly diverse population of the United States is reflected in classrooms across the country. Teachers often struggle with understanding students' cultural differences in the classroom and therefore also struggle with implementing culturally appropriate instructional strategies. The results of this study provide educational leaders with a viable option to enhance intercultural competence for implementing culturally appropriate instructional practices through the experiences gained in teaching abroad programs like Apufram International. This exploratory case study investigated how tea

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Skon, Jane. "Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874.

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Varian, Nancy Aiken. "Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study." Akron, OH : University of Akron, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1227273079.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2008.<br>"December, 2008." Title from electronic dissertation title page (viewed 12/29/2008) Advisor, Evangeline Newton; Committee members, Sandra Spickard Prettyman, Ruth A. Oswald, Jacqueline K. Peck, Lynn A. Smolen; Department Chair, Bridgie A. Ford; Dean of the College, Cynthia Flynn Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Kong, Meardey. "Culturally Relevant Practices: A Case Study of NGOs Working in Cambodia to Combat Human Trafficking." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297629.

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Since Cambodia’s first democratic election in 1993, the monetary aid from international donors and non-governmental organizations (NGOS) flowing into the country has brought minimal positive outcomes. It has instead created a culture of aid dependency in conjunction with limited accountability and weakened governance. This exploratory case study aims to examine one particular organizational practice in relation to aid effectiveness and dependency - cultural sensitivity and competency or the relevant skills and knowledge each organization possesses to work with their specific population and con

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22

Matthews, Lou Edward Langrall Cynthia Willey. ""Babies overboard!" the complexities and challenges of incorporating culturally relevant teaching into mathematics instruction /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064520.

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Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 21, 2006. Dissertation Committee: Cynthia W. Langrall (chair), Sharon S. McCrone, Darryl A. Pifer, Norma C. Presmeg. Includes bibliographical references (leaves 155-163) and abstract. Also available in print.

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Whalen, Andrew Donovan. "Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155714255919126.

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Caserta, Mary Kathryn. "Revitalizing the Pedagogical Approach to The Hero's Journey." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1619270080963203.

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Sanderson, Sandra P. "Culturally Relevant Parental Involvement: Perceptions of Mexican Immigrant Mothers in Rural Wyoming." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5839.

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The purpose of this study was to understand Mexican immigrant mother's perceptions concerning parental involvement with their children's schools. It provides a perspective on cultural considerations relevant to the implementation of Epstein's model of parental involvement. Eight mothers, two documented and six undocumented, who had emigrated from Mexico and were living in rural Wyoming, were interviewed. The information provided by the participants included descriptions of practices the mothers considered meaningful when involved with their children's education. They shared their own experienc

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Stroder, Miriam Elizabeth. "Effects of Culturally Responsive Teaching Practices on the Literacy Learning of Latino Students." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/cgi/query.cgi?field_1=lname&value_1=Stroder&field_2=fname&value_2=Miriam&field_3=institution&value_3=Western%20Kentucky%20University&advanced=1.

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Cummings, James Edward. "Effects of a culturally responsive teaching program on teacher attitudes, perceptions, and practices." Thesis, Boston College, 2009. http://hdl.handle.net/2345/638.

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Thesis advisor: Irwin Blumer<br>This case study examined the creation of a collaborative learning environment focused on the development of teacher attitudes, perceptions, and practices that are culturally responsive. Sixth and eighth grade teachers collaborated in small groups over the course of a school-year, focusing on dialogue, activities, and readings related to race and culture. The ways in which teachers involved in the study developed thinking in regards to their cultural awareness, sense of efficacy, and instructional practices played central roles in this study. This qualitative cas

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Gensler, Amanda M. "The Perceptions and Practices of Culturally Responsive Teaching of College Level ESL Instructors." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595924487057522.

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Matthews, Lisa Anne. "A Case Study Examination of Culturally Relevant Pedagogical Practices for English- Language Learners in a Pre-Kindergarten Classroom Setting." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/10.

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Presently, over five million English-language learners (ELLs) are being educated in U.S. schools, and by the year 2020, more than half of the public school system population in the U.S. will be from families whose native language is not English (National Center for Educational Statistics, 2005). Culturally relevant pedagogy (CRP) (Ladson-Billings, 1995) provides a framework for classroom teachers to meet the needs of diverse learners. This ethnographic case study describes what CRP looks like for young ELLs and how a pre-kindergarten school teacher and her bilingual paraprofessional successful

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González, Beatriz Barajas. "A culturally relevant approach: Introducing third graders to the injustices of migrant farm work, César Chávez, and social action." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2651.

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The purpose of this project is to provide educators with substantial background information on the unjust history of the Mexican migrant farm worker in the United States and the life of César Chávez. The final goal is to include multiple websites and resources teachers can independently access in order to gain valuable information on migrant farm workers, César Chávez, and social action.

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Underwood, Phyllis Swann. "Effects of culturally-responsive teaching practices on first grade students' reading comprehension and vocabulary gains." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-05082009-020111/.

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Thesis (Ph. D.)--Florida State University, 2009.<br>Advisors: Barbara C. Palmer, Carol McDonald Connor, Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed on Oct.15, 2009). Document formatted into pages; contains x, 149 pages. Includes bibliographical references.

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Goss, Jenevieve. "Black Market Teaching| Fusing Art Integration and a Culturally Relevant Pedagogy in an 8th Grade ELA Urban Classroom." Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930951.

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<p> The purpose of this ethnographic case study was to examine how a white male teacher creates a culturally relevant pedagogy infuses arts integration to create an authentic learning environment for his students. This study traced student engagement, perceptions of, and performance in their English language arts class. This study concentrated on 21 Latino students and 3 black students in a middle school ELA classroom in an underperforming urban school. The questions that guided this study were, 1. How does this White male teacher integrate art within English language arts framed by the Common

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Frick, Teran. "Using the socio-cultural historical perspective as the framework for culturally appropriate practices." Kansas State University, 2015. http://hdl.handle.net/2097/35226.

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Master of Science<br>School of Family Studies and Human Services<br>Bronwyn S. Fees<br>All children participate in cultural practices that shape development. Meaningful, authentic connections and interactions with adults build the foundation for respectful integration of cultural diversity in the development of early childhood curriculum. The knowledge of how culture develops forms the foundation of cultural inclusion and appropriate practices in the early childhood setting. Cultural development encompasses the physical environment, the relationships built with people within the environment, a

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Safrina, Rien. "THE IMPLEMENTATION OF CULTURALLY RELEVANT PEDAGOGY THROUGH MUSIC EDUCATION COURSE: A SELF-STUDY IN PRE-SERVICE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM IN INDONESIA." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385851709.

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Benton, J. Love. "Culturally Collaborative Teaching: A Path Toward Black Student Learning." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1605910704330758.

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Taylor, Timothy L. "Academic success of at-risk African American male students who receive culturally relevant teaching, college readiness preparation, and mentorship." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124222.

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<p> This quantitative study analyzed archival data to determine whether a significant difference existed in the reading comprehension scores and student success (enrollment in honors and or advanced placement classes and college after graduation) of at-risk African American male students who received Advancement via Individual Determination/African American Male Initiative (AVID/AAMI) learning modalities and those who did not. The sample consisted of 134 at-risk African American male students from a California school district. A descriptive comparative research design provided effectiveness in

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Wilson, Sarah Marie. "In Search of Culturally Relevant, Trauma-Informed Education: A Qualitative Content Analysis of Existing Models." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625149287286798.

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Collins, Frankie Gerrell. "Physical Education Teachers' Attitudes and Understandings About Culturally Relevant Pedagogy and Teaching African American Male Students at Urban High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306941102.

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Kavanagh, Kara M. "A Dichotomy Examined: Beginning Teach for America Educators Navigate Culturally Relevant Teaching and a Scripted Literacy Program in their Urban Classrooms." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/12.

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In contrast to the diversity of students, the implementation of federal policies has created a push for standardization in pedagogy and curriculum that serve culturally and linguistically diverse students. Effects include narrowing of curriculum and pedagogy, proliferation of prescriptive literacy programs, increased high-stakes testing, and negative effects on teachers’ identity, autonomy, and desire to teach. Simultaneously, teaching prospective teachers how to construct culturally relevant curriculum and pedagogy is emphasized as a vital part of teacher preparation. However, research shows

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Hernandez, Cecilia M. "The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8557.

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Doctor of Philosophy<br>Curriculum and Instruction Programs<br>Margaret G. Shroyer<br>Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated

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McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.

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This dissertation examines teacher’s perspectives regarding the classroom strategies, behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts. Culturally

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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻa

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Bhebhe, Lindelihle. "Multicultural narratives in graphic design teaching and learning for diverse audiences at a university of technology." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2804.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018.<br>This research is an investigation into how Graphic Design, a visual communication subject is taught and learnt at Cape Peninsula University of Technology in light of the dynamics that cultural semiotics present. There is a need to equip students with the cultural awareness to design communication that is sensitive to the varying needs of their consuming audiences. By its very nature, visual communication is vulnerable to an unintended array of misinterpretations because of the audiences’ differing semiotic backg

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SanGregory, Mary Jo. "A Self-Study: Pedagogical Practices in a Multicultural Literature Course." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242666130.

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Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of

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Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.

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Abstract The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and B

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Ali, Naima. "Best Practices: Supporting Refugee Students in the Classroom." Otterbein University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596206888170008.

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Dunbar, Rachel B. "Finding Their Way: A Critical Ethnography of Five African American Women Educators' Early Experiences to Develop Into Culturally Relevant Pedagogues." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/ece_diss/7.

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ABSTRACT FINDING THEIR WAY: A CRITICAL ETHNOGRAPHY OF FIVE OF AFRICAN AMERICAN WOMEN EDUCATORS’ EARLY EXPERIENCES TO DEVELOP INTO CULTURALLY RELEVANT PEGAGOGUES by Rachel Beatrice Dunbar Teacher education programs have been charged with the responsibility to equip all teachers to work successfully in increasingly diverse elementary classrooms around the nation (NCES, 1996). However, the composition of the nation’s teaching force has not kept pace with these changes. Additionally, there is concern that many Pre-service teachers are ill prepared to work with culturally diverse students, part

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Bradshaw, Wendy Lea. "Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5452.

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The cultural and linguistic diversity of the United States is growing rapidly and early intervention service providers are very likely to work with families whose cultures differ from their own. Service providers must consider the multiple cultural factors of families which contribute to family dynamics and the potential for miscommunication is high when the cultural frameworks of early intervention providers differ from those of the families they serve. Culturally responsive practices have been put forth in the theoretical literature as a way to increase successful communication and service p

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Hubbard, Terrance Michael. "It’s about more than “just be consistent” or “out-tough them”: culturally responsive classroom management." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1133283898.

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