The dramatic shift of the demographics of the United States over the past thirty years is more pronounced in public schools than anywhere else in the country (Phuntsog, 1999). As the demographics of students grew, so did the disparity of achievement between diverse and White students. The achievement gap is one of the biggest problems within education (Dee, 2005). Due to the increasing achievement gap and growing diversity, teachers and schools are forced with the challenge of making instruction culturally relevant and responsive for all students (Brown, 2009).
The purpose of this research was to conduct a mixed method, naturalistic inquiry that examined teachers’ abilities to work with diverse populations and educate all students in a rural high school in Northeast Georgia. The relationship between the participating teachers’ level of multicultural training and teacher self-efficacy was compared, as was their impact on student achievement on the End of Course Tests.
The quantitative aspect of the study, conducted using surveys and archival test data, found a correlation between teachers’ levels of multicultural awareness and self-efficacy, but failed to find a correlation between self-efficacy and student achievement on the EOCT. The qualitative portion, conducted using interviews and an open-ended survey question, discovered the participating school was emerging in readiness to deal with diverse students.
|Advisor:||Palmour, Julie R.|
|Commitee:||Cole, David, Shirley, J. Michael, Wisenbaker, Joseph|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 74/08(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Multicultural Education, Secondary education, Social structure|
|Keywords:||Achievement, Cultural awareness, Diversity, EOCT, Efficacy, Multiculturalism|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be