The lack of congruence between students of color and teachers in America is largely attributed to the mass firing of Black teachers after Brown v. Board of Education (Hudson & Holmes, 1994). Today, over half of students are non-White minorities, yet 18 percent of teachers are educators of color (NCES, 2013, 2017). Students of color are often met with higher levels of achievement when they have a teacher who looks like them (Ahmad & Boser, 2014; Robinson, Paccione, & Rodrigues, 2003; Villegas, Strom, & Lucas, 2012). White urban educators can be effective when they use culturally relevant classroom management (CRCM) to encourage positive student behavior (Weinstein, Tomlinson-Clarke, and Curran, 2004). Unfortunately, many credentialing programs do not focus on the use of CRCM (Lapayese, Aldana, & Lara, 2014; Sleeter, 2017).
This mixed methods, sequential explanatory study used a survey and focus groups to examine N=130 teacher perceptions of the contribution of teacher induction on their development of culturally relevant classroom management practices at one urban charter school district located across the Northeast. While interest in pre-service training on CRCM has increased, limited research exists on in-service training and CRCM.
The following research questions will be addressed:
1. How do teachers rate the contributions of teacher induction on their development of CRCM practices?
2. How do teachers rate the contributions of teacher induction on their development of CRCM practices for the following demographics: age, gender, race, training background, years of service, years within the district, and credential status?
3. How do teachers describe the way teacher induction contributed to their development of CRCM practices?
The study concluded that limited exposure to identity work throughout teacher induction—and the use of a prewritten teacher script—impacted the teachers’ ability to lead culturally responsive classrooms and to manage challenging behaviors. Furthermore, the study concluded that school-based professional development was more beneficial in developing CRCM than teacher induction. School leaders within this charter district may use the research to improve teacher induction on CRCM to better prepare teachers for the challenges of the urban classroom, leading to higher levels of achievement for urban students.
|Commitee:||Kite, Stacey, Mercurio, Victor, Johnson, Sadé|
|School:||Johnson & Wales University|
|School Location:||United States -- Rhode Island|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Keywords:||Cultural competence, Culturally relevant teaching, Culturally responsive classroom management, In-service teacher development, Professional development, Teacher induction|
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