عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TLpq2404068320
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Bahane':
General Material Designation
[Thesis]
First Statement of Responsibility
Godinez, Raetava Lyne
Title Proper by Another Author
A Description of American Indian Elementary School Teachers' Cultural Identity
Subsequent Statement of Responsibility
Wieters, Lori
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Grand Canyon University
Date of Publication, Distribution, etc.
2020
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
304
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ed.D.
Body granting the degree
Grand Canyon University
Text preceding or following the note
2020
SUMMARY OR ABSTRACT
Text of Note
The purpose of this qualitative descriptive study was to explore how American Indian elementary school teachers describe their cultural identity as an influence on culture, knowledge, and power in a Bureau of Indian Education school in the Southwest. Cultural identity was the conceptual framework. Tribal critical theory was the theoretical foundation. Eighteen American Indian elementary school teachers who teach at a Bureau of Indian Education school in the Southwest engaged in either a semi-structured interview or a focus group. Research questions focused on how American Indian elementary school teachers described their cultural identity as an influence on culture, knowledge, and power. Descriptive statistics and thematic analysis data procedures were utilized in this study. The findings revealed how American Indian elementary school teachers described their cultural identity. The themes included a reflection of similarities and differences between the tribal backgrounds of stakeholders, understanding the history of a tribe, cultural expression, obstacles to cultural identity, and an exchange of knowledge. The societal need could lead into curriculum development, professional development, and collaboration tactics in the educational setting for American Indian teachers at Bureau of Indian Education schools as it refers to culture, knowledge, and power.
TOPICAL NAME USED AS SUBJECT
American Indian identity
American Indian teacher
Bureau of Indian Education
Cultural identity
Tribal critical theory
Tribalcrit
PERSONAL NAME - PRIMARY RESPONSIBILITY
Godinez, Raetava Lyne
Wieters, Lori
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
