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Dissertation/Thesis Abstract

Examining culturally responsive teaching practices in elementary classrooms
by Gorham, Jennifer Jones, Ph.D., The University of North Carolina at Chapel Hill, 2013, 153; 3562901
Abstract (Summary)

This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher than another. Barriers included institutional requirements, classroom disruptions, student issues, and teacher isolation. Additionally, by implementing a collaborative coaching model as part of the study design, I briefly explored the role a teacher educator might play in supporting practicing teachers' engagement of culturally responsive teaching. Based on the findings, school structures are critiqued and suggestions for developing systems to support the enactment of culturally responsive teaching practices are introduced.

Indexing (document details)
Advisor: Glazier, Jocelyn
Commitee: Bettez, Silvia, Bolick, Cheryl M., Noblit, George W., Rogers, Dwight
School: The University of North Carolina at Chapel Hill
Department: Education: Doctorate/Master's in Education
School Location: United States -- North Carolina
Source: DAI-A 74/09(E), Dissertation Abstracts International
Subjects: Elementary education, Teacher education
Keywords: Culturally responsive teaching, Elementary education, Teacher education
Publication Number: 3562901
ISBN: 978-1-303-10784-9
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