Fifth-Grade Science Teachers' Beliefs and Practices of Culturally Responsive Care for Students in Four Diverse Schools

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Autor/in	Lee Sang, Lisa Beckett
Titel	Fifth-Grade Science Teachers' Beliefs and Practices of Culturally Responsive Care for Students in Four Diverse Schools
Quelle	(2023), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Lowell
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9697-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; School Districts; Student Diversity; Culturally Relevant Education; Outcomes of Education; Grade 5; Science Teachers; Science Instruction; Teaching Methods; Correlation; Educational Change; Science Achievement; Teacher Characteristics; Cultural Pluralism; Barriers; Best Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; School district; Schulbezirk; Lernleistung; Schulerfolg; School year 05; 5. Schuljahr; Schuljahr 05; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Bildungsreform; Kulturpluralismus
Abstract	For decades, stark disparities in academic achievement have existed between racially, ethnically, and linguistically diverse students and White students. These discrepancies have resulted in significantly less of these marginalized students enrolling in higher level science courses and, subsequently, pursuing careers in science fields. While these students of color have been physically integrated into the mainstream American educational system, little has been done to prepare teachers or modify the curricula to adequately serve students of diverse backgrounds. According to Gay (2018, p. 62), teachers must "provide spaces and relationships where ethnically diverse students feel recognized, respected, valued, seen and heard" in order to ensure the most successful educational outcomes. This research investigation examined fifth-grade science teachers' beliefs and practices of culturally responsive care for their students in four diverse schools. It also determined if the teachers' beliefs aligned with their classroom practices. This study was set in a large, culturally diverse school district in a Mid-Atlantic state. While a majority of teachers in this district were from diverse cultural backgrounds, standardized testing data still followed the national trend of achievement gaps in science. The theoretical perspectives that framed this study included: culturally responsive teaching/instruction, care theory, and culturally responsive care. Qualitative data were collected during this exploratory case study. Drawing from teacher interviews, teacher observations, teacher lesson artifacts, and researcher introspection, the study showed that teachers only possess a rudimentary understanding for culturally responsive instruction as well as care theory, and thus the concept of culturally responsive care. This study revealed that the teachers' beliefs were highly influenced by their racial or ethnic backgrounds, experiences, and exposure to other cultures. The teachers in this study also demonstrated limited ability to integrate their students' diverse cultural backgrounds into their instruction. This study concluded that more professional development on culturally responsive care is needed for all district employees. Furthermore, the study recommended that content area supervisors at the district level need to interrogate their curricula for best practices in culturally responsive instruction. A clear understanding of and expectation for culturally responsive instruction by the school district is also necessitated. [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	2024/1/01