Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study

Bibliographic Details
Main Author:	Varian, Nancy Aiken
Language:	English
Published:	University of Akron / OhioLINK 2008
Subjects:	Education teacher beliefs culturally relevant pedagogy
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-akron12272730792021-08-03T05:25:56Z Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study Varian, Nancy Aiken Education teacher beliefs culturally relevant pedagogy <p>The study used a qualitative case study research paradigm. There is a growing body of research which demonstrates that a culturally relevant instructional approach is effective with these students. The purpose of this study was to identify the beliefs of teachers who use “culturally relevant pedagogy” in their classrooms and to examine how they came to have those beliefs. In addition, the study explored the impact of these beliefs on the teachers…#8482; instructional practices. This study was guided by two research questions: 1) How did teachers who have been identified as using a culturally relevant pedagogy develop their cultural awareness and beliefs about multicultural education; and 2) What beliefs, if any, do these teachers share about culturally relevant instruction and how do they implement those beliefs in their classroom practice? During data analysis, themes were identified and categories were developed for each case. Findings emerged from a cross case analysis of themes and categories. The methodology of this qualitative case study was cross case analysis. Six teachers who successfully use a culturally relevant pedagogical approach were interviewed and observed to examine the genesis of their beliefs about diversity, and how those beliefs guided the instructional practices in their classrooms. Data collection procedures included interviews, classroom observation and artifacts. Data analysis revealed three central influences in the development of the teachers…#8482; cultural awareness and beliefs about multicultural education. Specifically, teachers were influenced by 1) their parents…#8482; attitudes, values and behaviors; 2) culturally sensitive experiences that affected them personally; 3) firsthand exposure to social injustice that raised their awareness of culturally-rooted inequities. It also characterized teachers…#8482; perceptions of factors that influenced their beliefs and guided their classroom instruction and practice. Data analysis revealed three broad beliefs about culturally relevant instruction that teachers demonstrated in their classrooms. Specifically, they cited the importance of 1) using a variety of instructional techniques; 2) designing student-centered instruction that promoted active learning and; 3) fostering a sense of personal empowerment in their students.</p><p>Implications of this study suggest the need for intentional firsthand experiences for student teacher education and professional development. In addition, it suggests that administrators build in effective mentoring programs to allow teachers to observe culturally relevant educators. Classroom teachers should learn all they can about the cultures and backgrounds of their students to make meaningful connections to the classroom study. Future research is needed to continue to examine effective teachers and their beliefs and practices. More studies of the influences of teacher beliefs and how those influences impact classroom practice are needed. Furthermore, continuing to explore how more teachers can become culturally relevant educators by using culturally relevant pedagogy in their classrooms is also critical for all students. Teacher recruitment and teacher training are also areas which need further study.</p> 2008-12-17 English text University of Akron / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079 http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Education teacher beliefs culturally relevant pedagogy
spellingShingle	Education teacher beliefs culturally relevant pedagogy Varian, Nancy Aiken Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study
author	Varian, Nancy Aiken
author_facet	Varian, Nancy Aiken
author_sort	Varian, Nancy Aiken
title	Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study
title_short	Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study
title_full	Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study
title_fullStr	Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study
title_full_unstemmed	Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study
title_sort	beliefs and instructional practices of culturally relevant educators: a qualitative case study
publisher	University of Akron / OhioLINK
publishDate	2008
url	http://rave.ohiolink.edu/etdc/view?acc_num=akron1227273079
work_keys_str_mv	AT variannancyaiken beliefsandinstructionalpracticesofculturallyrelevanteducatorsaqualitativecasestudy
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Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case Study

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