NotesFAQContact Us
Search Tips
ERIC Number: ED557443
Record Type: Non-Journal
Publication Date: 2013
Pages: 192
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-3068-3
Elementary Teachers' Perceived Use of Culturally Responsive Teaching Practices and Their Relationship to Teachers' Demographics
Hohensee, Jo-Anne
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The quantitative ex post facto study had a two-fold purpose: (1) to determine which of the cultural responsive teaching practices of kindergarten through sixth grade teachers were used most often and (2) to determine to what extent each of the teacher's demographics (i.e., the predictive variables) differ for each CRTI factor (i.e., the criterion variables). The Culturally Responsive Teaching Inventory (CRTI) was designed specifically for this study to measure CRT practices. The demographics collected were: (a) "grade," (b) "gender," (c) "race,", (d) "years-of-teaching," (e) "authorizations," (f) "educational level," (g) "preamount" (amount of training received during preservice training), (h) "preeffectiveness" (effectiveness of training received during preservice training), (i) "postamount" (amount of training received after beginning teaching), and (j) "posteffectiveness" (effectiveness of training received after beginning teaching). The CRTI was differentiated into six subscales: (a) "validating," (b) "comprehensive," (c) "multidimensional," (d) "empowering," (e) "transformative," and (f) "emancipatory." The findings showed that all CRT factors were reported as being used to a considerable extent with empowering being used most and emancipatory least. The findings also indicated that "empowering" CRT practices were reported being used more often by teachers who reported the amount and effectiveness of preservice training as "more than adequate" than teachers who reported the effectiveness of preservice training as "inadequate." No other significant differences were observed between the CRT practices and teacher demographics with the exception that female teachers showed a higher usage of "multidimensional" CRT practices than male teachers. [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; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A