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

Promoting culturally responsive midd...

Bauer, Constance J.

FindBook

Google Book

Amazon

博客來

Promoting culturally responsive middle school practices: A study of white male teachers and their African-American female students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Promoting culturally responsive middle school practices: A study of white male teachers and their African-American female students./
作者:	Bauer, Constance J.
面頁冊數:	240 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0112.
Contained By:	Dissertation Abstracts International65-01A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120318
ISBN:	049667690X

Promoting culturally responsive middle school practices: A study of white male teachers and their African-American female students.
Bauer, Constance J.

Promoting culturally responsive middle school practices: A study of white male teachers and their African-American female students. - 240 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0112.

Thesis (Ed.D.)--Rowan University, 2003.

This study examines how school-wide change activities affect teachers' understanding and implementation of culturally responsive teaching practices. Studied specifically are how change activities affect the practices of seven white male teachers in grades six and seven. The educational experiences of African American girls enrolled in these teachers' classes are examined as well. Throughout the study is woven analysis of how the principalship provides leadership opportunities to promote change.

ISBN: 049667690XSubjects--Topical Terms:

626654
Education, Sociology of.

Promoting culturally responsive middle school practices: A study of white male teachers and their African-American female students.
LDR:03438nmm 2200337 4500 001 1841019
005 20050822121246.5
008 130614s2003 eng d
020 $a 049667690X
035 $a (UnM)AAI3120318
035 $a AAI3120318
040 $a UnM $c UnM
100 1 $a Bauer, Constance J. $3 1929334
245 1 0 $a Promoting culturally responsive middle school practices: A study of white male teachers and their African-American female students.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0112.
500 $a Adviser: Kathleen Sernak.
502 $a Thesis (Ed.D.)--Rowan University, 2003.
520 $a This study examines how school-wide change activities affect teachers' understanding and implementation of culturally responsive teaching practices. Studied specifically are how change activities affect the practices of seven white male teachers in grades six and seven. The educational experiences of African American girls enrolled in these teachers' classes are examined as well. Throughout the study is woven analysis of how the principalship provides leadership opportunities to promote change.
520 $a Study activities include dissemination and discussion of pertinent literature among the middle school's teachers, observations of white male teachers' classes, conversations with those teachers, surveys of students and teachers, and interviews with the African American girls. From data, it is evident that teachers whose attitude and practices reflect and incorporate students' cultural backgrounds and interests are most effective with the African American girls. The men discuss the importance of creating caring learning communities for children, while the girls talk positively about being involved in extra-curricular activities and learning from teachers who make classes interesting and fun.
520 $a Particularly important are findings regarding the importance of creating caring middle school classroom climates. Overall, teachers report spending a lot of non-classroom contact time with children, citing the importance of supporting students and learning about their individual needs and interests. Students also report high engagement levels in extra-curricular school offerings, indicating the importance of spending time with friends. It follows that the African American girls are most comfortable and engaged in classrooms where teachers demonstrate patience, provide opportunities for group work, and make learning relevant.
520 $a The study's findings have important implications for educational leaders striving to promote equitable learning opportunities, to enhance students' efficacy and agency, to foster a caring school community, and to build a climate conducive to change. Also significant are findings regarding how the school's positive culture is manifested and understood by the girls interviewed. These insights are helpful for classroom teachers, school administrators, or central office personnel who seek ways to meet the learning, social, and emotional needs of diverse adolescent populations.
590 $a School code: 1419.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0340
690 $a 0727
690 $a 0533
690 $a 0631
710 2 0 $a Rowan University. $3 1021993
773 0 $t Dissertation Abstracts International $g 65-01A.
790 1 0 $a Sernak, Kathleen, $e advisor
790 $a 1419
791 $a Ed.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120318