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ERIC Number: ED540458
Record Type: Non-Journal
Publication Date: 2011
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-7645-8
ISSN: N/A
Infusing School-Wide Culturally Responsive Teaching to Increase the Cultural Proficiency of Teachers
Nunez, Roberto
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The purpose of this study was to determine if Culturally Relevant Pedagogy (CRP) training of teachers can have a significant effect on closing the achievement gap for Latino students by collecting data to answer the following questions: (1) How can teachers develop and maintain their own cultural competence? Specifically, how can teachers become respectfully sensitive to cultures of their students that are different from their own, to learn about and know the cultures of their students, and to use understandings about how culture influences learning in their day-to-day planning for teaching students? (2) Will competencies such as classroom management, curriculum lesson planning and delivery, and assessment become stronger as a teacher becomes more racially and culturally proficient? (3) How can teachers use this new found knowledge to encourage and increase academic excellence for all their students? This research study is a case study with narrative analysis that focuses on three areas within the CRP framework as stated by Richards, Brown, and Ford (2006). They are Institutional, Personal, and Instructional. This CRP framework is also aligned to Lindsey et al.'s, (2003) Manual of Culturally Proficient training. Qualitative data collection included pre/post surveys, interviews with the teacher participants and their respective site administrators, observations, review of student grades, and written journal responses in a medium-sized, rural school district on the Central California coast. There were four major themes that arose in the findings. The training created 1) an increased awareness of Cultural Proficiency and the different stages within cultural proficiency, as most of the participants had never really heard of this theory prior to the training; 2) an improved attitude from the teachers toward their students and vice-versa in terms of teaching and learning; 3) decreased classroom disruptions and an acceptance by the students to allow teachers to try new strategies within the classroom; 4) an increased excitement between all the participants to share out with their colleagues. In other words, when the teachers are excited about what is happening in their classroom, they want to eagerly share it with their fellow colleagues. This bodes well for any school that is trying to de-privatize their school culture and truly create a PLC. Through this type of introspection, other teachers can implement a culture of high achievement through collaboration that can ultimately close a schools' achievement gap. This study also provides a critical base for further research studies. [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: http://www.proquest.com/en-products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California