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ERIC Number: ED517671
Record Type: Non-Journal
Publication Date: 2009
Pages: 228
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-2895-8
An Investigation of the Attitudes, Beliefs, and Values of Elementary School Teachers toward Race and Schooling
Shay, Mary
ProQuest LLC, Ed.D. Dissertation, University of Northern Colorado
The purpose of this study was to investigate the extent to which elementary teachers reported their receptivity to cultural responsiveness and race-related topics in teaching and learning. Elementary teachers in a suburban school district in a Rocky Mountain state were surveyed to learn about their attitudes, beliefs, and values regarding race and schooling. Demographic data including race, gender, years of total teaching experience, and years of teaching within the identified school district were also obtained. The effect these demographic criteria had on responses of survey participants was explored. In addition, this study also considered and analyzed responses based on the feeder area representation of respondents. The sample represented teachers from 18 elementary schools within the studied school district. Schools were selected to participate in this study based on recommendations from district executive directors. In each of the selected schools, principals were asked to share directions and disseminate surveys in staff meetings. The survey was adapted from Glenn Singleton's (2003) Race and Schooling Instrument. Additional questions were added to the survey to collect demographic information from respondents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A