Download or read book A Phenomenological Study of Teachers Lived Experiences While Addressing Cultural Diversity in Middle Schools and High Schools written by Juan Remy and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This transcendental phenomenological study sought to understand and describe teachers’ lived experiences with cultural diversity in middle school and high schools using cross-cultural dimensions as lenses. A social constructivist research paradigm derived from Lev Vygotsky’s social constructivism theory urged this study’s theoretical framework. The approach of cross-cultural dimension from Geert Hofstede was applied as a lens to investigate the participants’ views about their experience with cultural diversity. Teachers from middle school and high schools participated in the research. The participants were from different social backgrounds, races, lifestyles, countries, and organizations, which made each answer unique regarding cultural diversity and cross-cultural dimensions. The research includes 12 interviews. Interviews, transcriptions, questionnaires, memoing, and journaling produced the data that were thematically analyzed to reach a conclusion and create the findings. Purposeful, snowballing, and criterion sampling guided the selection process. The researcher applied epoché, phenomenological reduction, and imaginative variation while formulating textural and structural descriptions to analyze the participants’ interviews and capture their lived experiences without bias. The analysis produced seven themes focused on cultural diversity in the classroom. They are: 1) Cultural Diversity Implementation, 2) Teaching Methods and Practices facilitating Cultural Diversity, 3) Professional Development Ineffectiveness about Cultural Diversity, 4) Cross-Cultural Dimensions in the classroom, 5) Experience Level Importance in Cultural Diversity, 6) Fear of Reprisal and Being Incompetent, 7) Value of Parents’ Voices for Cultural Diversity Integration.
Download or read book Teachers Experiences written by Suzanne R. Brooks and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal in this qualitative phenomenological study was to discover the experiences of middle school teachers as they pertain to culturally responsive pedagogy, student engagement, and student growth. Participants who taught culturally diverse students in Grades 6-8 were recruited from public charter middle schools in an urban district in the mid-Atlantic region. The study was guided by three research questions focused on teachers' knowledge of culturally responsive pedagogy and its impact on student engagement and achievement within the classroom. The research questions were answered using a combination of instruments, including a short-answer demographic questionnaire, open-ended interviews, follow-up interviews, a researcher journal, field notes, audio recordings, and video recordings designed to gain rich data about the lived experiences of the participants in relation to the nature of the study. Research findings indicate building student relationships, curriculum autonomy or flexibility, and providing students with exposure were the emergent concepts for the culturally responsive teacher participants. Implications are that culturally responsive pedagogy can support student engagement and achievement among culturally diverse learners.
Download or read book A Phenomenological Study of Perspectives on Teacher Diversity and the Lived Experiences of Black Public School Teachers written by Michael Browner and published by . This book was released on 2019 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Phenomenological Study of Secondary Teachers Lived Experiences in Using WholeChild and Multicultural Methods to Teach Diverse Student Populations written by Sarah Ann Gardner and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Secondary Teacher Experiences in Professional Learning Communities written by Tiphani Jo Morris Morris and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological research study was to describe secondary mathematics, science, English Language Arts (ELA), and social studies teachers’ experiences with PLCs at Central Texas secondary schools. Using Wenger’s (1998) social theory, the study answered the central research question: What are the lived experiences of secondary mathematics, science, ELA, and social studies teachers involved in PLCs in Central Texas? The sub-questions included: What collaborative experiences do secondary teachers have during PLCs? What professional learning experiences do secondary teachers have during PLCs? The setting included two middle schools and one high school located in Central Texas. The sample size was 12 public-school teachers, and data were collected through interviews, focus group conversations, and observations. The data were categorized into common themes and patterns.
Download or read book Culturally Sustaining Pedagogy in a Science Classroom written by Bree Justine Oatman and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: American Indian students often experience a dissonance between their own worldview and Western Modern Science (WMS). This tension between their cultural understanding of how the world works and what is taught in the classroom can create barriers to learning. Institutionalized racism and historic education policies and practices designed to assimilate American Indian students have contributed to the marginalization of American Indian students in traditional classrooms. This phenomenological study examined the affordances offered in a science classroom, when a culturally sustaining pedagogy (CSP) was used to teach physical science, biology and environmental science concepts. CSP is a framework for instruction that creates an environment where trust is established and student worldviews are honored enabling teachers and students to examine the role of race and social inequity in the learning process. This study provides an overview of a curriculum that teaches WMS concepts using CSP with a pit house (subterranean earth lodge) as the focal point for learning. The study examines the lived experiences of six purposefully selected American Indian high school students, discussing the practical and theoretical implications for CSP through the lens of Critical Race Theory (CRT) and Tribal Critical Theory (TribalCrit). Methods used in this study included interviews, sacred mapping, journaling and sharing circles. The study gives voice to the student experiences as well as shedding light on the role of the teacher (author of the study) as a facilitator for creating a culturally sustaining learning environment. Several themes emerged from the interviews including connection to community and family, the politics of identity and racism in school, and agency/self-efficacy in science. The results of this study indicate that CSP is a useful tool for creating a space for learning where student identity and cultural expression are valued. The conclusion discusses the practical and theoretical significance of the study particularly regarding teacher behaviors and interconnections between race, racism, identity and sense of efficacy in science. In addition, the study provides implications for other classrooms or communities wanting to develop culturally sustaining curriculum.
Download or read book Sharing Our Unheard Voices written by Darline Berrios and published by . This book was released on 2016 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: In public education, approximately 80% of teachers in the United States are White, yet close to half of the student population are students of color (U.S. Department of Education, 2011). Gaps in teacher diversity compared with students of color are found in every state across the country (Center for American Progress, 2011). In 2004, the National Collaborative on Diversity in the Teacher Workforce issued a call to action, indicating that over 20 million Latino, Asian, Pacific Islander, and African-American students deserve to see educators who reflect them (National Education Association, 2004). Studies highlight this as a demographic and democratic concern (Archinstein & Ogawa, 2011; Parker, 2003); and increasing the number of teachers of color is just one piece of the puzzle in meeting the needs of our changing student population. ^ The purpose of this phenomenological study was to explore the lived experience of teachers of color by triangulating three depth data sources. The guiding research question was: How do African-American, Latino, and Asian individuals perceive their lived experience of being a teacher of color? Moustakas (1994) states that phenomenological research seeks “meaning from appearances” and a “unified vision of the essences of a phenomenon” (p. 58). Data were collected by interviewing (N=3) Latina teachers, (N=3) African-American teachers, (N=2) Asian teachers, and (N=2) teachers that identified as Trinidadian. Additionally, (N=1) an elite informant was interviewed to provide foundational information. Teachers were also asked to complete a written or audio-recorded reflective narrative in the final phase of the research. Data were analyzed using van Manen's phenomenological analysis strategy (Polit & Beck, 2008). ^ Six prominent themes emerged: 1) humanistic commitments to education, 2) powerful beliefs, connections, and high expectations, 3) conscious awareness of race, culture, and/or socio-economic issues, 4) success expressed through social connections, teaching-like experiences, and financial support, 5) challenges related to race, age, gender, or sexual orientation, and 6) advice on recruitment and retention. Findings may add value to educational leaders and policy makers who are concerned with the recruitment and retention of teachers of color. This study may also add diverse voices to the educational research.
Download or read book Teachers lived experiences during a major school reform process written by Yvonne Elizabeth McNeal and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multicultural Education and Cultural Competence in the High Accountability Era A Study of Teacher Perception written by Jennifer Morley and published by . This book was released on 2006 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: As America's public schools become more diverse, the achievement gap between white students and students of color persists. These gaps are even more apparent in urban areas that serve large numbers of poor students of color. Because the population of aspiring teachers is increasingly white and middle class, theorists and teacher trainers often recommend multicultural education as a solution to working successfully in these schools.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of Novice Teachers Experiences with Diverse Classroom Readiness written by Syreeta Palmer and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to examine how novice teachers from the American Association of Educators (AAE) described their readiness for diverse classroom settings. Novice teachers are generally described as teachers employed in their first through third year. The central research question for this study was, "In what ways do novice teachers describe their readiness for teaching in diverse classroom settings?" Transcendental phenomenology was selected as a research method for this study to examine the lived experiences of novice teachers and explore their sense of preparedness for diverse classrooms. The theory guiding this study was Albert Bandura's social cognitive theory. Through purposive and snowball sampling, 12 participants participated in the research study. The data presented in this study was gathered through interviews, surveys, and a focus group discussion. Braun and Clarke's (2006) six-phase thematic analysis was used as a framework for the analysis of data within this study. The research findings indicated that novice teachers feel unprepared to teach in diverse classroom settings while seeking the support of mentor teachers, colleagues, and their administrative team. In this study, participants indicated that school closures during the Covid-19 pandemic further exacerbated their level of unpreparedness by limiting their clinical practice opportunities. The research findings revealed several implications for policies that should be created and practices that should be followed by teacher preparation programs and administrators within diverse school environments.
Download or read book An Integrated Phenomenological Study of Teachers Perceptions of a Professional Learning Community Utilizing Senge s Five Disciplines of a Learning Organization written by Margaret Zena Stockard and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine a high schools attempt at reform through implementing a component of a professional learning community to determine if Senges five disciplines of a learning organization were present. The school was in the second year of implementing common planning time, one of the practices related to organizational learning. This study used qualitative methodology and employed an integrated phenomenological design to investigate the perceptions and lived experiences of the core-subject teachers and department heads involved in common planning time at one high school. Participant observation, document and artifact collection, semi structured interviews, photographs and a survey were used to collect data. A data table was designed from all five data sources and blended to report the findings. This study helped to illuminate teachers stories of their lived experiences when trying to implement a professional learning community through common planning time. The findings suggest that this school showed evidence of improvement following their participation in common planning time. These improvements were noticeable in the areas of peer relationships, peer collaboration, and a focus on student improvement. Findings also indicate that Senges five disciplines were applied in the school on an individual basis, but not on an organizational level. Therefore, the researcher did not find evidence of a professional learning community. Themes within the dimensions, however, were identified, including administrative support, self-reflection, common planning, collaboration, curriculum/student achievement, and barriers. The findings suggest the importance of the role of leadership, and that a structured school wide interdepartmental common planning time will create a structure that supports the whole organization. Findings also revealed barriers to the initiative that included teacher resistance, time, and changing demographics. Results of this study point to the need for teachers, administrators, and districts to receive training in the five disciplines of personal mastery, mental models, team learning, shared vision, and systems thinking before implementing a professional learning community. As a result of this study, recommendations are offered for restructuring the framework and beliefs to better meet the needs of high schools in the process of implementing professional learning communities.
Download or read book Narrative and Experience in Multicultural Education written by JoAnn Phillion and published by SAGE Publications. This book was released on 2005-03-23 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting new way of thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, highlighting experiences seldom discussed in the literature. Most importantly, the work emphasizes the understanding of experience and transforming this understanding into social and educational significance.
Download or read book Educator s Experiences of Job Embeddedness in Parochial Schools written by Timothy Martin Biesterfeld and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hermeneutic phenomenological study was to explore educators’ experiences of job embeddedness in southeastern United States parochial schools and communities. The theory guiding this study was the job embeddedness theory, which states that people within an organization have links or connections with other stakeholders or activities in the organization and that an employee’s professional life must be a good fit with other aspects of their life. I explored educators’ experiences of job embeddedness during this study. The central research question asked, “How do educators describe experiences of job embeddedness while teaching in a parochial school system in the southeastern United States?” Twelve educators from a school system in the southeastern United States were interviewed regarding their lived experiences of being an educator in the school system and their experiences of job embeddedness. Data collection took place through an initial questionnaire, an interview, and a journal entry. Following Moustakas’ data analysis procedures, I divided questionnaire responses, interview responses, and journal entries into units for meaningful analysis. The themes of this study represented the lived experiences of 12 educators in a parochial school system and their descriptions of job embeddedness. The five themes were as follows: (a) strong relationships with students, (b) mixed relationships with parents, (c) strong fit to the school, (d) strong relationships with colleagues, and (e) lack of people connections to the community.
Download or read book A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High poverty High minority Rural South Carolina Schools written by Celestine LaVan and published by . This book was released on 2018 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to develop a deeper understanding of the lived experiences of novice teachers who remain teaching in high-poverty, high-minority rural schools in South Carolina in relation to the administrative support they received. The research questions guiding this study are: (1) How do novice teachers describe their administrative support experiences in high-poverty, high-minority schools? (2) How do novice teachers in high-poverty, high-minority rural schools describe administrative emotional and social support experiences? (3) How do novice teachers in high-poverty, high-minority rural schools describe administrative instructional support experiences in high-poverty, high-minority rural schools? This study intended to capture the authentic voice of novice teachers who teach in high-poverty, high-minority rural schools in South Carolina. The theory guiding this study was House’s (1981) theory of social support as it grounds research that administrative behaviors such as leadership style, feedback, and support impact teacher career decisions. The method for this transcendental phenomenological study incorporated purposeful sampling, individual in-depth interviews and focus groups as the primary data collection methods. Data in this phenomenological study was analyzed by using reduction methods and analyzing specific statements to reveal overarching themes as recommended by Moustakas (1994).
Download or read book The Lived Experience of Public School Teachers written by Mike W. Wallace and published by . This book was released on 2008 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Keepers of the American Dream written by Christine E. Sleeter and published by Routledge. This book was released on 2012-06-14 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports an ethnographic study of thirty teachers from eighteen schools who participated in a staff development programme in multicultural education. The study examines how multicultural education was actually presented to teachers, and areas in which their classroom teaching and perception of students changed over the two-year period. Although most of the teachers reported learning a good deal, changes in their teaching and their discussions of teaching were fairly limited. After reporting the data, the book examines why changes were limited, analyzing three areas: the nature of staff development and how multicultural education was packaged; the structure of schools as institutions; and the identities and life experiences of teachers as White women, often from working class backgrounds.
