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ERIC Number: ED642739
Record Type: Non-Journal
Publication Date: 2021
Pages: 104
Abstractor: As Provided
ISBN: 979-8-2099-8470-2
ISSN: N/A
EISSN: N/A
A Training Intervention for Middle School Teachers on Culturally Relevant Instruction and Culturally Relevant Classroom Management Strategies
Vivian Yakpo Newton
ProQuest LLC, Ed.D. Dissertation, Nova Southeastern University
This applied dissertation was designed to determine the effectiveness of the Middle School Teacher Training Intervention on the application of culturally relevant instruction and classroom management instructions by teachers in a Title I middle school in the southeastern United States. This school lacked culturally relevant instruction and behavior management, despite its teachers having undergone the training program. It also had significant identifiable gaps in the academic achievement of its students, which raised questions about the efficacy and inclusivity in its educational environment. The lack of cultural competence of middle school teachers and administrators contributes to the suboptimal performance of students from minority communities in the United States, which was reflected in the Title I middle school located in the southeastern United States. The researcher conducted interviews and focus-group discussions with teachers in a Title I middle school in the southeastern United States with 808 sixth through eighth graders. Ten teachers participated. Their perceptions of the state and effectiveness of culturally relevant instruction and classroom management instructions in teacher training and teaching practice were explored. The findings indicated that the training program had influenced the adoption of culturally relevant instruction and behavior management strategies in the school, although the teachers with more than 10 years of experience were influenced more than those with fewer years. More experienced teachers used more complex, diverse, and broader instructions and behavior management strategies than their less experienced colleagues. However, the prevalence of single strategies among all participants indicated the pervasiveness of underlying self-efficacy beliefs and indecisiveness in choosing multiple strategies due to reactance and inability to translate theory into classroom practice. Future interventions should focus on translating theory into practice to facilitate instruction and behavior management practices that are truly culturally relevant. [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: Junior High Schools; Middle Schools; Secondary Education; Elementary Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Grant or Contract Numbers: N/A