CULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLs

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dc.contributor.advisorEubanks, Segunen_US
dc.contributor.advisorMcLaughlin, Margareten_US
dc.contributor.authorBeato, Carlos Manuelen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2020-02-01T06:35:12Z
dc.date.available2020-02-01T06:35:12Z
dc.date.issued2019en_US
dc.description.abstractLatina/o English language learners are not achieving at the same levels as their White and English speaking peers. Research shows that 63% of ELLs, in large part Latina/o, are graduating high school, compared to an 82% overall rate. This study aimed to gather Math and ELA teacher perceptions around teachers’ ability to implement culturally responsive strategies. The researcher sought to answer three questions: (1) How do secondary Math and ELA teachers in District A schools with large populations of Latina/o ELLs perceive their own capacity to serve linguistically diverse students in their classroom? (2) What are the culturally responsive pedagogical practices that secondary Math and ELA teachers say they currently use to support Latina/o ELLs in District A schools with large populations of Latina/o ELLs? (3) What are the gaps that Math and ELA teachers perceive that exist in District A with building teacher capacity in culturally responsive practices in schools that have large populations of Latina/o ELLs? Based on a review of the literature on cultural responsiveness, the researcher distributed a web-based survey on the Qualtrics platform to 133 Math and ELA teachers at six District A high schools. The researcher used 18 statements from the Culturally Responsive Teacher Preparedness Scale [CRTPS] to gauge teachers’ perceptions on their ability to implement culturally responsive strategies. Teachers recorded their levels of agreement with their perceived abilities on each statement on a five point Likert scale ranging from “strongly agree” to “strongly disagree.” Teachers were also invited to participate in a focus group to gather specific examples of culturally responsive practices being implemented. Analysis of the survey indicated that teachers perceive to have the capacity to implement culturally responsive practices. The focus group, however, illustrated a need for deeper understanding of culturally responsive practices and how/when/where to implement them. On this basis, the researcher recommends that District A implement a collection of self-assessment data from all teachers that teach Latina/o ELL students, a curriculum review across major content areas, and the development of a network improvement community that addresses Latina/o ELL needs. Further research is needed in order to determine the influence of culturally responsive practices on academic achievement.en_US
dc.identifierhttps://doi.org/10.13016/lye8-exnr
dc.identifier.urihttp://hdl.handle.net/1903/25397
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledEducational leadershipen_US
dc.subject.pqcontrolledEducational administrationen_US
dc.subject.pquncontrolledCultural Responsivenessen_US
dc.subject.pquncontrolledDiversityen_US
dc.subject.pquncontrolledEnglish Language Learnersen_US
dc.subject.pquncontrolledMath and ELA Teachersen_US
dc.titleCULTURAL RESPONSIVENESS IN THE CONTEXT OF A LARGE URBAN SCHOOL DISTRICT: AN ANALYSIS OF MATH & ELA TEACHER PERCEPTIONS OF CULTURALLY RESPONSIVE PRACTICES IN TEACHING LATINA/O ELLsen_US
dc.typeDissertationen_US

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