عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL6791s6vn
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
The Role of Culturally Responsive Teaching, Multicultural Education and Teacher Self-efficacy :
نام عام مواد
[Thesis]
نام نخستين پديدآور
Jenkins-Martin, Tracey
عنوان اصلي به قلم نويسنده ديگر
: Am I Reaching My Students?
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
UC San Diego
تاریخ نشرو بخش و غیره
2014
یادداشتهای مربوط به پایان نامه ها
کسي که مدرک را اعطا کرده
UC San Diego
امتياز متن
2014
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
Numerous studies have documented the importance of the classroom teacher, the personal and professional experiences that the teacher brings to the classroom, and teacher professional development in improving schools for diverse students. Teachers with high self-efficacy feel good about themselves and their students. They feel that their work is important and that their work with students will have a positive and long lasting impact on student learning. This study examined the relationship between the possible affects that culturally relevant pedagogy and responsive teaching strategies can have on the self- efficacy of teachers in working with students of color. This qualitative study involved up to two in-depth interviews with six teachers. An analysis of the data uncovered that teachers had a lack of coursework and subsequent training in culturally responsive strategies and culturally relevant pedagogy. The study also revealed that the teachers enjoyed working with students of color and had a moderate to high sense of self-efficacy. Though the teachers encountered challenges in working with their population of students, they each felt that they could make a positive difference with their students. The results showed that although there was evidence of good teaching and pedagogical practices in these classrooms, the practices and pedagogy were not reflective of those documented in classrooms that regularly demonstrate and embed culturally responsive teaching or culturally relevant pedagogical practices that move students toward advocacy as viewed through a social justice lens. Implications for policy and practice are discussed
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Jenkins-Martin, Tracey
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
UC San Diego
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
