Download or read book Middle School Teachers Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District written by Kamala Vychel Williams and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to gain insight into the beliefs of teachers about their African American students. The Cultural Awareness and Beliefs Inventory (CABI) was used to measure the perceptions and attitudes of urban teachers' cultural awareness and beliefs for the purpose of designing professional development. The themes which emerged from the first study include: (a) teachers devalue students' home and family environment; (b) teachers' beliefs about their ability to teach all children; (c) teachers have negative perceptions of the school environment; (d) teachers and student have cultural mismatch; and (e) . The themes which emerged from the second study include: (a) teachers find the behaviors of students to be challenging and (b) teachers do not feel supported. In the third study, a constant comparative method was used to analyze the teachers' written responses.
Download or read book Handbook of Research on Race Culture and Student Achievement written by Keengwe, Jared and published by IGI Global. This book was released on 2023-01-13 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is growing pressure on teachers and other educators to understand and adopt culturally relevant pedagogies as well as strategies to work with diverse groups of races, cultures, and languages that are represented in classrooms. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. The Handbook of Research on Race, Culture, and Student Achievement highlights cross-cultural perspectives, challenges, and opportunities of providing equitable educational opportunities for marginalized students and improving student achievement. Additionally, it examines how race and culture impact student achievement in an effort to promote cultural competence, equity, inclusion, and social justice in education. Covering topics such as identity, student achievement, and global education, this major reference work is ideal for researchers, scholars, academicians, librarians, policymakers, practitioners, educators, and students.
Download or read book An Examination of Elementary School Teachers Belief about Their African American Students with an Analysis of Selected Characteristics of Schools in One Urban School District written by Otoniel Marrero and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship between five factors: teacher efficacy, teacher beliefs, cultural responsive classroom management, cultural awareness, and cultural sensitivity among African American, European American and Hispanic American elementary school teachers. The five factors were part of eight factors originating from the Cultural Awareness and Belief Inventory (CABI) given to Pre-kindergarten through Grade 12 teachers in an urban public school district in Houston, Texas during the 2005-2006 school year. A MANOVA using SPSS was conducted for the sample of 208 teachers from grades kindergarten through fourth to assess whether differences exist between the ethnic groups. The five factors served as the dependent variables and the ethnicities of the teachers were the independent variables. A further analysis was conducted of the elementary schools which participated in the CABI for two purposes. The first purpose was to ascertain the number of teachers with strong efficacy beliefs, and the second purpose was to identify common and distinctive characteristics among those schools. Results were analyzed using standardized test scores from the Texas Assessment of Knowledge and Skills (TAKS) as well as Academic Excellence Indicator System (AEIS). The results of the MANOVA revealed a significant difference among the teacher ethnic groups only with Cultural Sensitivity. Further tests revealed the difference in Cultural Sensitivity, which could be explained by ethnicity, was relatively small. While African American teachers obtained slightly higher mean scores on some of the items related to the factors, the three teacher ethic groups had similar mean scores in the majority of the items. Each of the teacher groups demonstrated an overall optimism for the five factors, reflecting positive beliefs about African American students and their capabilities to achieve in school. Each of the five urban schools had similar but also distinctive characteristics. The analysis of the schools with high teacher efficacy revealed them to have a high number of economically disadvantaged students. The only other commonality was very high retention rates among the schools. The high retention rates were inconsistent with practices of effective schools.
Download or read book An Examination of Sixth Seventh and Eighth Grade Teachers Beliefs and Cultural Awareness of Students of Color in Relationship to Teacher Ethnicity Teaching Certification Years of Teaching Experience and Gender written by Vonda Roychelle Nunley and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive correlational study was to examine the relationship between teachers' beliefs and cultural awareness of students of color, and teacher ethnicity, level of teaching certification, years of teaching experience and gender. During the 2005-2006 academic school year, data was collected from teachers teaching in a large urban school district, located in the southeastern portion of Texas, to examine teacher's working with diverse populations of students in diverse communities. The Cultural Awareness and Belief Inventory (CABI) was used to collect this data. The CABI measures teachers' beliefs and cultural awareness when working with African American students in comparison to their counterparts of other ethnicities. This study examined the data collected from teachers teaching students in the sixth, seventh, and eighth grade. The data collected in this study was examined based on four descriptive characteristics, teacher ethnicity, teacher gender, level of teaching certification (elementary or secondary), and years of teaching experience. Data collected from African American teachers and European American teachers were examined for statistically significant differences. The results indicate that there is a statically significant difference in the beliefs and cultural awareness of African American and European American teacher's teaching sixth, seventh, and eighth grades. There was not a statistically significant difference in the beliefs and cultural awareness of teachers teaching sixth, seventh, and eighth grade in relationship to teacher gender, level of teaching certification (elementary or secondary), or years of teaching experience.
Download or read book Identity Work in the Classroom written by Cheryl Jones-Walker and published by Teachers College Press. This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides classroom examples to demonstrate how identity-making is integral to the teaching and learning process. Responding to school reform efforts that focus on top-down reform measures, this book proposes “identity work” as an alternative approach. The author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teachers, teachers and other teachers, and schools and parents. Based on an in-depth study of two classrooms in urban K–8 schools, the book illuminates the importance of allowing teachers the freedom to make pedagogical adjustments based on their knowledge of students’ needs, backgrounds, and interests. This volume reframes our understanding of urban schools and raises questions about the goals of local and federal reform and what is at stake for educational systems. Book Features: Provides examples of identity work and its potential for creating individual, institutional, and large scale systemic improvement. Identifies how skilled educators make pedagogical decisions that increase student engagement and learning outcomes. Examines the challenges of working within a context of increasing mandates and rigid accountability structures. Advocates for design improvement strategies that rely on the capacities of students, teachers, and community members. Shows how qualitative work that elucidates the experience of students and teachers can inform education policy. “Identity Work in the Classroom is an extraordinary and compelling book. It is essential reading for teacher-educators, teachers, and community organizers, and it represents the best of contemporary critical school ethnography.” —From the Foreword by Theresa Perry, Professor of Africana Studies and Education, Simmons College “Grounded in an urban ecological lens of learning, becoming, and knowing, this book demonstrates how educators navigate and negotiate educational policy and reform through discourse and identity construction. Identity Work in the Classroom represents a powerful exemplar of the kind of discursive practices essential to advance urban education scholarship and actions during challenging and changing times. If you are concerned about policies that shape urban education and the children they impact, read this book.” —H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh “Identity Work in the Classroom is an indispensable intervention into the research literature on culture, identity, and learning. Using rigorous methodology and sophisticated theoretical frameworks, Jones-Walker spotlights the dynamic interplay between identity work and educational processes. This book offers concrete examples of the ways that schools serve as complex yet fecund sites of identity work, as well as how our teaching and learning processes can be informed by careful and reflective consideration of identity. It is essential reading for teachers, educational leaders, and policymakers alike.” —Marc Lamont Hill, Distinguished Professor of African American Studies, Morehouse College
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Matters of the Heart written by Monica L. Marks Ph.D. and published by AuthorHouse. This book was released on 2015-09-18 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a qualitative study on the influence of race and culture in the instructional planning within classrooms in a suburban school district. The study was designed using a focus group of teachers in grades four through eight who demonstrated successful growth for African American students using growth measures on state assessments. The focus group members met to answer predetermined research questions that tied to exploring the role of race and culture in the classroom. The group met regularly over a period of time and conducted discussions centered around activities to help generate reflective thinking on instructional pedagogy. This book provides readers with insight into the successful practices used when working to develop meaningful relationships using culturally responsive teaching practices.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 880 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book Equity Cultural Responsiveness in the Middle Grades written by Kathleen M. Brinegar and published by IAP. This book was released on 2019-04-01 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: While developmental responsiveness is a deservingly key emphasis of middle grades education, this emphasis has often been to the detriment of focusing on the cultural needs of young adolescents. This Handbook volume explores research relating to equity and culturally responsive practices when working with young adolescents. Middle school philosophy largely centers on young adolescents as a collective group. This lack of focus has great implications for young adolescents of marginalized identities including but not limited to those with culturally and linguistically diverse backgrounds, LGBTQ youth, and those living in poverty. If middle level educators claim to advocate for young adolescents, we need to mainstream conversations about supporting all young adolescents of marginalized identities. It empowers researchers, educators, and even young adolescents to critically examine and understand the intersectionality of identities that historically influenced (and continue to affect) young adolescents and why educators might perceive marginalized youth in certain ways. It is for these reasons that researchers, teachers, and other key constituents involved in the education of young adolescents must devote themselves to the critical examination and understanding of the historical and current socio-cultural factors affecting all young adolescents. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence–a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.
Download or read book Maybe It s Me written by Seth M. Larson and published by . This book was released on 2019 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to find the primary influences of a racial discipline gap between White and Black or African American students in a diverse urban middle school in Southeastern Wisconsin. For article one in this three-article dissertation, the researcher employed a cross-sectional quantitative study with descriptive statistics to examine and analyze the current cultural competence of the research school’s staff and draw connections as to how it influences the discipline data. Forty teachers participated in taking an anonymous Likert scale survey designed to elicit strengths and areas for growth in the area of cultural competence. Article two focused on Black or African American students and sought to draw connections between their experiences at the research school and the disproportional discipline data. Fifty-two students in grades seven and eight participated in the research through an anonymous Likert scale survey designed to elicit their reality and assessment of the research school. Article three compared the findings of articles one and two and discussed potential initiatives the research school could employ to increase cultural competence and mitigate the discipline gap. The study generated three connections: 1) the influence cultural divide has on teacher-to-student interactions and relationships; 2) confusion on how to address the achievement gap; and 3) teacher bias regarding student ability and achievement. These findings implied a need for the target school to engage in critical conversations about cultural competence and imbed ongoing professional development about implicit bias. These interventions can raise teacher awareness as to how their perceptions and responses to behaviors exhibited by Black or African American students promote the discipline gap at the research school.
Download or read book Determining the Validity and Reliability of the Cultural Awareness and Beliefs Inventory written by Patricia Fay Roberts-Walter and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the 2005--2006 academic year, data for this study was collected from the Cultural Awareness and Beliefs Inventory (CABI). Approximately 1873 Pre-kindergarten through Grade 12 teachers, employed by an urban public school district located in southeastern Texas, completed the survey.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Middle School Educators Perceptions of African American Eighth Grade Male Students and the Students Interpretation of Their School Experience written by Philena M. Myers and published by . This book was released on 2012 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the public school system there is a dilemma regarding the successful education of African American males. This dilemma is often recognized by the publication of national standardized test scores and other educational statistics, such as the high expulsion and dropout rate of this student population. This qualitative case study examined middle school educators' perceptions of African American eighth grade male students and the students' interpretation of their school experience. Three research questions guided the study: (a) How do societal influences and stereotypical beliefs affect educators' perceptions of African American male middle school students? (b) How does the cultural awareness of educators affect the school experiences of African American male middle school students? (c) What are African American male students' interpretations of their overall school experience? Researcher-designed surveys were completed by 30 middle school educators; student focus group sessions and individual interviews were conducted with 29 eighth grade African American males from three suburban school districts in southeastern Pennsylvania. The study determined the educators in this study recognized and acknowledged the effect perceptions have on the overall success of education African American male student. The educators indicated they engaged in a "color-blind" approach as a method for success. The study reports the responses of the African American males must be considered in helping to find a solution to the dilemma. The study concluded a closer examination of the "color-blind" approach and a listening ear to the voices of the young men must be implemented to find practical responses to assist in resolving this national dilemma.
Download or read book Determining the Validity and Reliability of the Cultural Awareness and Beliefs Inventory written by Patricia Fay Roberts-Walter and published by . This book was released on 2007 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the 2005--2006 academic year, data for this study was collected from the Cultural Awareness and Beliefs Inventory (CABI). Approximately 1873 Pre-kindergarten through Grade 12 teachers, employed by an urban public school district located in southeastern Texas, completed the survey.
Download or read book African American Students in a Middle Income Urban School District written by Rhonique Lia Williams Jefferson and published by . This book was released on 2014 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study was conducted as a qualitative case study of five successful teachers of African American students in a middle income, urban school district. The study was designed to hear the 'muted' voices of successful teachers concerning their beliefs and practices when they effectively provide learning opportunities for African American students in their classrooms. Ethic of Care and Equity Pedagogy created the theoretical framework for interpretation of the powerful narratives and counter-storytelling that influenced this group of successful teachers. Data were collected by conducting in-depth, semi-structured interviews. Constant comparative method and narrative analysis were used to code and categorize the data. Analysis was conducted after each interview to discover emergent themes. Teachers conducted member checks throughout the process. The findings from the study yielded the following: (1) teachers developed an educational approach that informed their instructional practices, (2) teachers displayed a high level of efficacy and care when working with their students, particularly African American students, (3) teachers build relationships with students that required students to work at higher levels of rigor and meet more demanding expectations for performance. Themes that emerged included: care, parental involvement, culturally responsive pedagogy and "life skills". The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151807
Download or read book Annual Meeting Program American Educational Research Association written by American Educational Research Association and published by . This book was released on 1997 with total page 1100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
