Building Relationships and Student Engagement: Increasing Social Studies Teachers' Racial Literacy and Self-Efficacy for Culturally Responsive Teaching Practices through Peer Coaching and Instructional Rounds

Autor/in	Nagourney, Jessica Corinne
Titel	Building Relationships and Student Engagement: Increasing Social Studies Teachers' Racial Literacy and Self-Efficacy for Culturally Responsive Teaching Practices through Peer Coaching and Instructional Rounds
Quelle	(2023), (197 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit EdD Dissertation, Johns Hopkins University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Social Studies; Race; Multiple Literacies; Self Efficacy; Culturally Relevant Education; Coaching (Performance); Instruction; Educational Strategies; Child Safety; Classroom Environment; Faculty Development; Learner Engagement; Interpersonal Relationship; Needs Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Rasse; Abstammung; Self-efficacy; Selbstwirksamkeit; Teaching process; Unterrichtsprozess; Lehrstrategie; Klassenklima; Unterrichtsklima; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bedarfsermittlung
Abstract	Prior research indicates a connection between culturally responsive teaching practices and student engagement in the classroom. Color-evasive pedagogy, which can negatively impact students' understandings of content and course success, is also common in secondary social studies classrooms across the U.S. Factors contributing to color-evasive social studies pedagogy and the impact on student engagement were examined using Bronfenbrenner's ecological systems theory. A mixed-methods needs assessment (N = 11) explored how high school social studies teachers understand culturally responsive pedagogy and what strategies they use to create safe classroom spaces, a strategy identified as culturally responsive and capable of increasing student engagement. Findings indicated that, although social studies teachers in this context understood the importance of incorporating culturally responsive teaching practices, there was a need for comprehensive professional development to identify specific strategies to incorporate culturally responsive practices specifically. A 5-week professional learning program utilizing peer coaching sessions and instructional round observations was designed to increase self- efficacy for culturally responsive teaching practices. The program was evaluated through the collection of qualitative data, including pre- and post-interviews, audio-recordings of peer coaching sessions, and a self-report survey. Findings indicate that the professional learning program had a high-level of participant engagement and was associated with increased self- efficacy for culturally responsive teaching practices in social studies classrooms. The purely qualitative data allowed for a thorough analysis and understanding of participants' experiences. Limitations and implications for future research are discussed, acknowledging a need to connect teachers' self-efficacy for culturally responsive teaching practices with increased student engagement and learning. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01