Exploring a Professional Development Model for Teaching Culturally Relevant Mathematics

Autor/in	Campeau, Rebecca K.
Titel	Exploring a Professional Development Model for Teaching Culturally Relevant Mathematics
Quelle	(2013), (253 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-8085-3
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Teacher Competencies; Culturally Relevant Education; Teacher Effectiveness; Minority Group Students; Barriers; Teacher Attitudes; Attitude Measures; Mathematics Instruction; Educational Technology; Urban Schools; Phenomenology; Teaching Methods; Technology Uses in Education; Time + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Phenomenological psychology; Phänomenologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeit
Abstract	An area of concern for school district administrators is the lack of training that teachers have using culturally relevant pedagogy (CRP). A lack of training may reduce a teacher's effectiveness in meeting the needs of non-White students. Obstacles to attending trainings include the beliefs and attitudes of teachers and the relevance of training sessions to teachers' current positions. The purpose of this study was to describe teachers' perceptions of the use of CRP to teach mathematics, CRP professional development, and the use of educational technology to decrease resistance to CRP professional development in a Pacific Northwest urban school district. The pedagogical framework of CRP, along with theories of elemental and holistic teaching and learning and educational technology, formed the theoretical foundation for this study. Within an existential phenomenological design, the value of CRP mathematical professional development for teaching mathematics was explored through online surveys and interviews with 22 participants selected through random sampling. Research questions explored this phenomenon based on teaching mathematics, CRP professional development, and professional development delivered through educational technology. Data analyses used a typological model. Data showed that teachers did not attend CRP professional development due to lack of time, lack of interest in trainings, and mandatory training in mathematical content, which did not allow time to attend CRP professional development. By following the professional development recommendations in this study, teachers may gain the resources needed to create a classroom environment that will foster positive social change and allow students to experience success now and in future endeavors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01