Browsing by Subject "Multicultural education--United States"
Now showing 1 - 6 of 6
Results Per Page
Sort Options
Item Bear witness: African American teachers' perspectives of their teaching practices in segregated and desegregated schools(2005) Burrell, Brenda Joyce; Ovando, Martha N., 1954-Although it has been 50 years since the landmark decision Brown v. Board of Education, the education of African American children is still in a critical, unresolved state. Delpit, in the forward of Foster’s (1997) Black Teachers on Teaching, suggested looking “at the past through new eyes in order to determine what we might learn to help address the apparently difficult educational issue of providing an excellent education for all African American children” (p. ix). The African American teachers who have taught in segregated and desegregated schools have participated in both the past and the present of American education. Their insight into how to educate African American students is therefore valuable. The purpose of this study was to ascertain the perspectives of African American teachers who taught in both segregated and desegregated schools. The main focus was on their teaching practices in each type of school setting and the critical examination of those practices searching for patterns of effective teaching strategies for African American students. Using a qualitative ethnographic methodology, this inquiry answered two questions: (a) What do African American teachers report as their teaching practices in segregated schools? and (b) To what extent did the teaching practices of African American teachers change when they taught in desegregated schools? The study revealed 12 practices: using resources effectively, team planning, continuing professional development, dressing in a professional manner, establishing classroom routines, varying instructional strategies, cultivating relationships, using strong classroom management and discipline, providing additional assistance, holding high expectations, embracing cultural sensitivity, and caring. These African American teachers’ practices changed to some extent as they moved to desegregated schools. Of the 12 teaching practices, five remained the same: using resources effectively, dressing in a professional manner, establishing classroom routines, providing additional assistance and holding high expectations. Two changed due to schools’ organizational structure: continuing professional development and using strong classroom management and discipline. Five practices were modified by the teachers: team planning, varying instructional strategies, cultivating relationships, embracing cultural sensitivity and caring.Item A collaborative inquiry with white women about our understanding of difference in education(2005) Dray, Barbara Jean, 1973-; Garcia, Shernaz B.Although the research literature has documented teacher’s deficit beliefs about culturally, linguistically, economically, diverse (CLED) students, the literature on shifting deficit thinking has itself often been characterized by a deficit view of educators as the problem. This position places teachers at the center of the discourse rather than examining the ways in which competing discourses about diversity in general and special education as well as society at large serve to complicate teachers’ ability to develop a critical consciousness (Freire, 1990). A critical consciousness refers to the process of learning to recognize the social, cultural, political, linguistic, and economic contradictions that account for the disparities in education (e.g., disproportionate representation in special education, drop-out rate, achievement, etc) as a way of understanding and changing such oppressive and inequitable practices (Britzman, 1991; Freire, 1990). Notably absent are the voices of the teachers involved in transformative learning experiences (Cranton1994; Mezirow, 1990, 2000) and their perceptions of factors, which facilitated their growth. In particular, I collaboratively explored the interrelationships between the life experiences of five White women and their reported shift toward a critical consciousness about difference as a result of their engagement in a Master's level course on intercultural communication in special education. I conducted surveys, individual interviews, written reflection and collaborative inquiry (Bray, Lee, Smith, & Yorks, 2000; Brooks & Edwards, 1997) to actively engage my participants in a critical discussion/reflection about our life stories and experience in the course. Participants were not only actively involved in the data collection but also in the analysis and representation of the data. Findings indicate that participants’ development of a critical consciousness about difference was influenced greatly by their exposure to difference, experiences, which disrupted their comfort zone, and influential relationships with others. Characteristics of the course to which participants attributed shifts in their thinking included: a safe environment where their views were accepted, reflective journaling, learning from others, developing another perspective, and viewing the process as an ongoing journey. Ultimately these course experiences resulted in the development of mindfulness, a critical attribute of intercultural competence. Implications for research and teacher education are discussed.Item Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students(2006) Hopson, Laura Moon, 1971-; Franklin, Cynthia; Holleran, Lori K.Item The effects of culturally-based computer software on the motivation and academic engagement of African American English speakers(2005) Green, Satasha L.; Sorrells, Audrey McCrayThere is a need to respond to the educational demands of African American English (AAE) speakers based on standardized measures (Carnoy, Loeb & Smith, 2001). There is also a need to fill the gaps in our existing knowledge base of the effects of culturally and linguistically responsive intervention on achievement and mediating factors, including motivation to learn and academic engagement. Otherwise, AAE speakers may receive inadequate instruction to meet their needs and may be at risk for further remediation or special education placement. Without interventions that address unique needs academically and effectively, achievement disparities are likely to continue (Gay, 2000; Harris, 1991; Perry & Delpit, 1998). Therefore, the question is What can be done to improve the academic achievement and more specifically, reading achievement of AAE speakers? According to Rickford (2001), poor performance in reading is symptomatic of a disinterest in reading and may require providing AAE speakers with instruction and evaluation that are culturally and linguistically responsive (Delpit & Perry, 1998). For example, the use of cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students may make learning more relevant and effective. Also, many educators have argued that curriculum, instruction, reading materials, and computer-assisted instruction that are based upon an Afro-centric model of education are likely more congruent with African American students ways of knowing and learning (Banks & Banks, 2001, 1995). The purpose of this study was to examine the use of a computer software program, Culturally And linguistically Responsive Reading (CARR), on the motivation of African American students’ who speak AAE motivation to read and levels of academic engagement in reading. The student participants were selected AAE speakers receiving special education services and/or “at-risk” for special education placement who are reading below grade level. The study was primarily evaluative (Gay, 1985). It involved a 12-week open-trial during which seven students were exposed to CARR. While being exposed to CARR, measures were collected of the students’ academic engagement with an additional qualitative component of interviews. The results from this study suggest that the CARR tutorial software may be effective in reading motivation and academic engagement of AAE speakers in special education and/or “at-risk for special education placement reading below grade level. Student interview responses revealed that AAE speakers in special education or “at-risk” of special education placement reading below grade level had positive perceptions about CARR. All students in the study perceived, as a result of using CARR that their reading motivation and academic engagement improved.Item Special education preservice teachers' perceptions of their readiness to serve culturally and linguistically diverse exceptional students(2003) Dominguez, Laura Catherine; Garcia, Shernaz B.The provision of effective special education services for exceptional students from culturally and linguistically diverse (CLD) backgrounds requires teachers to consider a student’s disability in the context of his or her sociocultural and linguistic characteristics. Although research in special education documents the perceptions and beliefs of preservice teachers about diversity, studies are needed which examine the perceptions of preservice teachers about their readiness to work with diverse exceptional learners as they prepare to enter the profession. In view of the fact that teachers’ instructional decisions are influenced by their perceptions and assumptions about their CLD students, such v research has the potential to inform teacher education program content and design. This qualitative study employed naturalistic inquiry methods to examine the perceptions of four special education student teachers’ about their preparation to teach in multicultural settings. Specifically, guiding questions explored participants’ understandings about culture, their multicultural knowledge and skills, and their readiness to work successfully with CLD populations. Participants were student teaching in culturally/linguistic diverse classrooms in a large, urban school district in the Southwest. Two formal interviews, and weekly observations and debriefings over the duration of their placement comprised the primary sources of data. Student teaching evaluations and written feedback from the cooperating teacher and university supervisor, and self-evaluations were also reviewed. Interview and observation data were analyzed for common themes using the constant comparative method (Glaser & Strauss, 1967). Trustworthiness was established by using prolonged engagement, persistent observation, peer debriefing, the maintenance of a reflexive journal and member checks. All four participants felt prepared to work effectively in classrooms with CLD exceptional students. Though they affirmed the importance of experiences in diverse settings, they demonstrated a limited awareness of culture or its influence on teaching and learning. Their limited cross-cultural competence appeared to be reinforced by their positive evaluations and the instructional behaviors of their cooperating teachers. These findings illustrate the complexity of preparing teachers to work with CLD exceptional students. Implications for future research and teacher education are presented, including recommendations related to program design, the selection of cooperating teachers, and the evaluation of student teachers.Item Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth(2004) Lipovski, Leslie Crawford; Goldstein, Lisa S.This dissertation describes a program designed to increase access to advanced courses and increase college attendance rated for underrepresented students. Specifically, this dissertation looks at how three practitioners implement principles of the program while still maintaining their individual identities as teachers. My study fills a void in the lack of available qualitative studies of this particular program. Chapter One situates my work within the framework of other research focused on improving the schooling experiences of students of color. Chapter Two discusses multicultural education and culturally relevant teaching as precursors to the existence of programs and teaching methodologies specific to students of color. This chapter also introduces the program I studied, Advancement Via Individual Determination (AVID). Chapter Three describes the methodological approaches I used to study AVID and its teachers, and provides a background of the school site where I conducted my work. Chapter Four discusses the AVID program, its history, structure, and goals, and introduces three primary principles that exist in each of its classrooms. Chapters Five, Six, and Seven introduce my research participants and demonstrate how a program functions differently within three separate classrooms. Chapter Eight further illuminates each participant’s unique pedagogical response to a tragic event that occurred on the campus. This chapter also discusses the implications of my study, ideas for future research in the area of improving school experiences for students of color.