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Autor/inRobinson, Anecca
TitelA Correlational Study of Culturally Relevant Teaching and Student Growth
Quelle(2022), (192 Seiten)
PDF als Volltext Verfügbarkeit 
Ed.D. Dissertation, Grand Canyon University
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
ISBN979-8-2098-9162-8
SchlagwörterHochschulschrift; Dissertation; Culturally Relevant Education; Teaching Methods; Self Efficacy; Teacher Attitudes; Correlation; Student Diversity; Academic Achievement; English Language Learners; Achievement Tests; Reading Achievement; Achievement Gains; Mathematics Achievement; Scores; Mathematics Tests; Reading Tests; Outcomes of Education; Measures (Individuals); Measures of Academic Progress
AbstractThe student population throughout the United States has shifted; thus, it is essential to consider ways to address the needs of culturally, linguistically diverse (CLD) students. Prior research found that culturally relevant teaching (CRT) improves academic performance. However, little quantitative research examines the relationship between CRT and academic achievement, specifically with CLD students. The purpose of this quantitative correlational study was to determine what, if any, relationship exists between the level of CRT and the Measures of Academic Progress (MAP) percent of projected growth met of K-6 elementary students throughout the United States. The theoretical foundations were the constructivist theory and the theory of self-efficacy. The study included two research questions to examine the correlation between the level of culturally relevant teaching and the percent of projected growth met. Participants (n = 106) completed an online survey that included the Culturally Relevant Teaching Self-Efficacy (CRTSE) scale to measure their level of CRT. Results of the Spearman's rank-order correlation determined there was a statistically significant relationship between the level of CRT and reading percent of projected growth met, r[subscript s](106) = 0.439, p <0.001) and mathematics percent of projected growth met, r[subscript s](106) = 0.38, p <0.001. Findings indicated that teachers with a high level of CRT had higher reading and mathematics percent of projected growth met scores. Based on the study results, school leaders can make an informed decision about using CRT to teach CLD students. [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).
AnmerkungenProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/4/11
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