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ERIC Number: ED526577
Record Type: Non-Journal
Publication Date: 2010
Pages: 158
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1245-1667-7
Urban Special Education Teachers' Perception of African American Students as Measured by the Cultural Awareness Beliefs Inventory
Jackson, Dianna Dale
ProQuest LLC, Ed.D. Dissertation, Texas Southern University
The purpose of this study was two-fold. First, this study examined the relationship between the perceptions of special education teachers and the eight factors (Teacher Beliefs, School climate, Culturally responsive Classroom Management, Home and Community Support, Cultural Awareness, Curriculum and Instruction, Cultural Sensitivity and Teacher Efficacy) as it is measured on the Cultural Awareness and Belief Inventory (CABI). Secondly, the investigated the differences in the perceptions of Special Education teachers regarding Cultural awareness and beliefs with respect to ethnicity, gender, and years of experience. Teacher efficacy plays an important role in the confidence and success of students in the classroom. A teacher's sense of efficacy shows the degree in which teachers believe their efforts bring about student learning and whether educational systems in general are effective (Carter, 2003). Lin and Tsai (1999) asserts that it is reasonable to expect that to be effective; teachers must construct more solid, well-structured teaching knowledge. One hundred fifty-seven special education teachers participated in the study. The data analysis for this study was divided into two major sections. The first section consisted of the demographic profile of the participants in the study. The second portion examined the hypotheses formulated in this study. The hypotheses were tested through the application of the Pearson Product Moment Correlation One-Way Analysis of Variance and the Scheffe test. An interesting finding of the present study was the significant relationship found between the perceptions of special education teachers and their cultural awareness and beliefs with regard to curriculum and instruction, school climate, home and community support, cultural sensitivity and teacher efficacy. To be sure, the more favorable the teachers' perceptions were toward cultural awareness and beliefs the higher their scores regarding the aforementioned components. Regarding the Curriculum and Instruction component, the present findings were consistent with those of McGuire, Scott and Shaw (2006), Gay (2000), Richards et al., (2004), Villegas and Lucas (2002), Howard (2003) and Tomlinson (2004). All of the above researchers opined that teachers perceptions and culture of students were important when developing the curriculum and planning for instruction. Additionally, the findings pertaining to the school climate component were favorable to those of Kupermine, et al. 1997 and Battictich, Solomon, Watson and Schaps (1997). These researchers found that the perception of teachers was a significant factor in Minority students being connected and productive in diverse educational settings. However, the present findings regarding the school climate component were not supported in works by Ferguson (1998), Moll and Gonzalez (2004), Milner (2005) and Pohan and Agvilar (2001). All of the above researchers concluded that the perceptions that teachers hold toward students of color tend to hinder their multicultural sensitivity and responsiveness. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A