Cultural responsiveness is important to classroom behavior management, school counseling, and consultation services in both general education and special education classroom settings. Before conducting this study it was unclear how improving overall classroom management and cultural responsiveness might improve teachers’ ability to work with a diverse group of students. It was hypothesized that effective classroom management would ensure the academic and behavioral success of the child, and that cultural responsiveness may add an additional benefit to student outcomes. In current school-based research, there is a need for empirical studies of how cultural responsiveness impacts the classroom. Most research to date is qualitative or theoretical in nature. However, many researchers agree that educators with high levels of multicultural competence are better able to serve a diverse population of students.
|Commitee:||Brown, Danice L., Jewell, Jeremy|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 54/06M(E), Masters Abstracts International|
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