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dc.contributor.advisorVan Sledright, Bruce Aen_US
dc.contributor.authorPriestly, Nicole Michelleen_US
dc.date.accessioned2010-07-02T06:10:57Z
dc.date.available2010-07-02T06:10:57Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/1903/10422
dc.description.abstractThis study investigates how two teachers teach multicultural literature to diverse students using culturally relevant teaching practices. The student demographic is becoming increasingly diverse and alternative teaching methods of students of color must be explored to increase student participation and student achievement. During a three week period observations, anecdotal notes, interviews, and teacher created supplements were gathered to explore teacher practices as it relates to culturally relevant teaching. The results showed that a teacher of color was more able to demonstrate culturally relevant teaching strategies due to similar experiences of the students and characters in the text as well as having extensive teaching experience as part of her background. The other teacher who was not a person of color demonstrated fewer of the culturally relevant strategies due to more limited capacity to relate to her students and the characters in the text as well as having only a few years of teaching experience. The results of the study are discussed with regard to race, teacher experience, and staff development and education.en_US
dc.titleInvestigating Two Teachers Teaching of Multicultural Literature to Diverse Students: Perspectives and Practicesen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.subject.pqcontrolledEducation, Readingen_US
dc.subject.pqcontrolledEducation, Elementaryen_US
dc.subject.pquncontrolledculturally relevant prinicplesen_US
dc.subject.pquncontrolledculturally relevant teachingen_US
dc.subject.pquncontrolledmulticultural literatureen_US


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