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ERIC Number: ED548426
Record Type: Non-Journal
Publication Date: 2012
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-1123-5
ISSN: N/A
Teachers' Perceptions of Culturally Responsive Classroom Management Techniques to Impact the Achievement Gap
Gear, Norman L.
ProQuest LLC, Ed.D. Dissertation, Walden University
African American and Chicano/Latino American students score 10% or more below European American students on national and local standardized tests. Low-performing students also receive more frequent discipline referrals than their higher performing peers. This study examined teachers' perceived need for training to incorporate culturally responsive classroom management (CRCM) techniques suggested by researchers to narrow the achievement gap (AG). CRCM training has the potential to benefit students, teachers, and administrators by improving standardized test scores and classroom management. The conceptual framework for the study emerged from a synthesis of 3 dominate strategies to close the AG that have evolved over 30 years of research. The purpose of this quantitative cross-sectional study was to determine the extent to which teachers perceived their familiarity with and competence to employ CRCM practices. Eight dimensions of CRCM as defined by Bondy were assessed via the Teacher Survey of CRCM Constructs (TSCRCMC) administered to a convenience sample of 43 urban middle school teachers. Single sample t-tests were used to document significant endorsement of all 8 TSCRCMC subscales by the respondents. One-way ANOVA was employed to demonstrate significant effects of age, education and teaching experience on the perceived need for training in CRCM, where older, more experienced and more educated teachers perceived a greater need for training. The researcher developed a 1-year professional development module to address the need for CRCM training represented by the survey responses. Implications for social change include increased opportunities for student success, authentic teacher-student relationships, and improved stakeholder perceptions of the school. [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-US/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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A