Dissertation/Thesis Abstract

Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences
by Van Keulen, Michael J., Ph.D., Capella University, 2018, 201; 10837378
Abstract (Summary)

This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.

Indexing (document details)
Advisor: Emmons, Katherine
Commitee: Root, Susan, Ward, Jason
School: Capella University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Educational sociology, Epistemology, Multicultural Education, Education Policy
Keywords: Charter schools, Cultural mismatch, Culturally responsive pedagogy, Qualitative research, Somali
Publication Number: 10837378
ISBN: 978-0-438-19699-5
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