東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Culturally Responsive Practices : = Addressing the Overidentification of Culturally Diverse Students in Special Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Culturally Responsive Practices :/
Reminder of title:	Addressing the Overidentification of Culturally Diverse Students in Special Education.
Author:	Vereen-Thomas, Sharrie'.
Description:	1 online resource (90 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29280792click for full text (PQDT)
ISBN:	9798845430885

Culturally Responsive Practices : = Addressing the Overidentification of Culturally Diverse Students in Special Education.
Vereen-Thomas, Sharrie'.

Culturally Responsive Practices :Addressing the Overidentification of Culturally Diverse Students in Special Education. - 1 online resource (90 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2022.

Includes bibliographical references

The paper aims to explore the impact of teachers' culturally responsive self-efficacy on the overidentification of students from historically oppressed and historically marginalized communities in special education. The current study collected mixed methods data through primary and secondary means, which included critically reviewing the existing work of scholars on or around the mentioned aspect. Likewise, primary quantitative data has been collected by conducting surveys that also included open-ended questions. The participants who volunteered to be a part of the current study were pre-kindergarten to fifth-grade teachers, therapists, behavioral health professionals, psychologists, counselors, and other education service providers. The primary measurement tool used to inform the research questions that guided the study was the Culturally Responsive Teachers Self-Efficacy (CRTSE) Scale created in 2007, which was designed by Kamau Siwatu. The survey questionnaire consisted of 41 Likert-type questions, with a range of 0-100, where zero reflected the lowest confidence level and 100 represented the highest confidence level. Although the qualitative data has been collected by including open-ended questions in the questionnaire, the 3-hour professional development session was held via Google Meet to accommodate social distancing protocol. A semistructured interview was conducted with five participants after attending the professional development session.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845430885Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Culturally Responsive Practices : = Addressing the Overidentification of Culturally Diverse Students in Special Education.
LDR:02826nmm a2200361K 4500 001 2356462
005 20230612110828.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798845430885
035 $a (MiAaPQ)AAI29280792
035 $a (MiAaPQ)Pittsburgh42617
035 $a AAI29280792
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Vereen-Thomas, Sharrie'. $3 3696934
245 1 0 $a Culturally Responsive Practices : $b Addressing the Overidentification of Culturally Diverse Students in Special Education.
264 0 $c 2022
300 $a 1 online resource (90 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Dyson, Yarneccia D. ; Kokka, Kari ; McCarthy, Tessa.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 2022.
504 $a Includes bibliographical references
520 $a The paper aims to explore the impact of teachers' culturally responsive self-efficacy on the overidentification of students from historically oppressed and historically marginalized communities in special education. The current study collected mixed methods data through primary and secondary means, which included critically reviewing the existing work of scholars on or around the mentioned aspect. Likewise, primary quantitative data has been collected by conducting surveys that also included open-ended questions. The participants who volunteered to be a part of the current study were pre-kindergarten to fifth-grade teachers, therapists, behavioral health professionals, psychologists, counselors, and other education service providers. The primary measurement tool used to inform the research questions that guided the study was the Culturally Responsive Teachers Self-Efficacy (CRTSE) Scale created in 2007, which was designed by Kamau Siwatu. The survey questionnaire consisted of 41 Likert-type questions, with a range of 0-100, where zero reflected the lowest confidence level and 100 represented the highest confidence level. Although the qualitative data has been collected by including open-ended questions in the questionnaire, the 3-hour professional development session was held via Google Meet to accommodate social distancing protocol. A semistructured interview was conducted with five participants after attending the professional development session.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Socioeconomic factors. $3 3435444
650 4 $a Decision making. $3 517204
650 4 $a Education. $3 516579
650 4 $a Sociology. $3 516174
650 4 $a Special education. $3 516693
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0501
690 $a 0515
690 $a 0626
690 $a 0529
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Pittsburgh. $3 958527
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29280792 $z click for full text (PQDT)