東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Role of Culturally Relevant Peda...

Glenn-Butler, Tanya .

FindBook

Google Book

Amazon

博客來

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools./
作者:	Glenn-Butler, Tanya .
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	150 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
標題:	Cultural resources management. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28087049
ISBN:	9798678190000

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.
Glenn-Butler, Tanya .

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 150 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--Northeastern University, 2020.

This item must not be sold to any third party vendors.

In special admission school environments where culturally relevant pedagogy strategies are not upheld, African American students feel forced to learn about the dominant culture, while their cultural experiences are not observed or validated resulting in questioning of one's existence or importance in societal and world contributions. In such learning environments, high achieving students are not spared from the ensuing implicit bias as they may lose trust in educational systems and, as a result, opt to abandon their push for academic achievement. With this belief as the basis of impulsion, this study sought to expand the knowledge on the impact of culturally relevant teaching practices and its' influence on African American students by exploring the perspectives and lived experiences of the high achieving students from the group. The researcher employed the qualitative approach by using face-to-face interviews to collect the relevant data from a sample of six African-American seniors selected from Cedar Park and Beaver Valley High schools. The data collected was coded using the NVivo software, subjected to a thematic analysis and aggregated into five key themes. The findings suggested that the combination of teachers' diversification and extra curriculum bodies and activities, such as student unions, cultural clubs and other events is crucial in enhancing the student-teacher relationship and promoting cultural diversity and integration. The study concluded that stakeholders' involvement is crucial in facilitating appropriate culturally responsive pedagogical environments. The researcher recommended that schools should strive to establish and implement policies and practices that integrate and sustain culturally relevant pedagogy strategies to promote conducive environments for both teachers and students.Keywords: High achieving African American Student, Culturally relevant teaching practices, cultural competence, culturally responsive pedagogies, special admission high school.

ISBN: 9798678190000Subjects--Topical Terms:

2122774
Cultural resources management.
Subjects--Index Terms:

Cultural Competence

The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.
LDR:03414nmm a2200409 4500 001 2276575
005 20210510090203.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798678190000
035 $a (MiAaPQ)AAI28087049
035 $a AAI28087049
040 $a MiAaPQ $c MiAaPQ
100 1 $a Glenn-Butler, Tanya . $3 3554864
245 1 4 $a The Role of Culturally Relevant Pedagogy Perceived by High Achieving African American Students Enrolled in Special Admissions High Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 150 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Young, Carol.
502 $a Thesis (Ed.D.)--Northeastern University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a In special admission school environments where culturally relevant pedagogy strategies are not upheld, African American students feel forced to learn about the dominant culture, while their cultural experiences are not observed or validated resulting in questioning of one's existence or importance in societal and world contributions. In such learning environments, high achieving students are not spared from the ensuing implicit bias as they may lose trust in educational systems and, as a result, opt to abandon their push for academic achievement. With this belief as the basis of impulsion, this study sought to expand the knowledge on the impact of culturally relevant teaching practices and its' influence on African American students by exploring the perspectives and lived experiences of the high achieving students from the group. The researcher employed the qualitative approach by using face-to-face interviews to collect the relevant data from a sample of six African-American seniors selected from Cedar Park and Beaver Valley High schools. The data collected was coded using the NVivo software, subjected to a thematic analysis and aggregated into five key themes. The findings suggested that the combination of teachers' diversification and extra curriculum bodies and activities, such as student unions, cultural clubs and other events is crucial in enhancing the student-teacher relationship and promoting cultural diversity and integration. The study concluded that stakeholders' involvement is crucial in facilitating appropriate culturally responsive pedagogical environments. The researcher recommended that schools should strive to establish and implement policies and practices that integrate and sustain culturally relevant pedagogy strategies to promote conducive environments for both teachers and students.Keywords: High achieving African American Student, Culturally relevant teaching practices, cultural competence, culturally responsive pedagogies, special admission high school.
590 $a School code: 0160.
650 4 $a Cultural resources management. $3 2122774
650 4 $a African American studies. $3 2122686
650 4 $a Pedagogy. $3 2122828
650 4 $a Gifted education. $3 3172499
650 4 $a Multicultural education. $3 526718
653 $a Cultural Competence
653 $a Culturally Relevant Pedagogical Practices
653 $a Culturally Relevant Teaching Practices
653 $a Culturally Responsive Teaching
653 $a High Achieving African American Students
653 $a Special admissions high schools
690 $a 0436
690 $a 0296
690 $a 0455
690 $a 0445
690 $a 0456
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 82-05A.
790 $a 0160
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28087049