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The Influence of Sustained Professional Learning on Teachers' Cultural Responsiveness and Middle School Students' Engagement
Başlık:
The Influence of Sustained Professional Learning on Teachers' Cultural Responsiveness and Middle School Students' Engagement
Yazar:
Sumner, Alton E., author.
ISBN:
9780438146310
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (131 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Penny Clawson Committee members: Penny Clawson; Philip E. Dearborn; Doug Kegarise.
Özet:
This action research project, which was entitled the Phoenix Project, sought answers to the following research questions: (1) How might participating in a bi-weekly book study of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (Hammond, 2015) in conjunction with aligned professional development training on culturally responsive teaching improve the cultural responsiveness of teachers? (2) How might student engagement be enhanced by teachers' participation in a bi-weekly book study of Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (Hammond, 2015) in conjunction with aligned professional development training on culturally responsive teaching?
Twenty-five staff members participated in the project, attending six bi-weekly sessions over the course of 12 weeks. Each session was scheduled for 45 minutes and was repeated during three different class periods (non-teaching periods for the teachers). Participants completed a pre- and post-intervention assessment, the Cultural Competence Self-Assessment (Lindsey, Robbins, & Terrell, 2009), which measured their culturally responsive behaviors. Students who had some of their classes with the teachers completed a pre- and post-intervention student voice survey that assessed students' perceptions of their teachers' cultural responsiveness before and after the training. A few of the teachers and students participated in two separate focus groups.
In brief, the data revealed that sustained professional development had a modest but steadily increasing impact on the cultural responsiveness of teachers. It also showed that students wanted their teachers to be culturally responsive and to help them feel connected within the school community. The steady growth teachers experienced as a result of the training was evidence of the value of continuing the training.
Notlar:
School code: 1975
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(696051.1) | 696051-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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