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

Equitable and Inclusive Classrooms: ...

Russell, Christien.

Linked to FindBook

Google Book

Amazon

博客來

Equitable and Inclusive Classrooms: A Case Study Exploring Student Experiences on Culturally Responsive Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Equitable and Inclusive Classrooms: A Case Study Exploring Student Experiences on Culturally Responsive Teaching./
Author:	Russell, Christien.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	130 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27833490
ISBN:	9798643197478

Equitable and Inclusive Classrooms: A Case Study Exploring Student Experiences on Culturally Responsive Teaching.
Russell, Christien.

Equitable and Inclusive Classrooms: A Case Study Exploring Student Experiences on Culturally Responsive Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 130 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Mississippi State University, 2020.

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

Culturally responsive teaching (CRT) was birthed from the framework of multicultural education. Multicultural Education is a broad framework that focuses on equity amongst race, ethnicity, gender, sexual orientation, socioeconomics, disabilities, and other groups who identified as marginalized. Culturally responsive teaching encompasses the ability to acknowledge cultural differences, expand diversity of thought, all while having a caring relationship with students. The literature says that both of the multicultural education and CRT, help foster inclusive classrooms and spaces on campus. CRT also notes that a teacher's ability to care about students influences positive outcomes for learning. For the last 30 years, CRT has been studied from the perspective of K-12 students. While this research is important the researcher argues that culturally responsive teaching is needed at the university. All research questions for this study were created through the lens of multicultural education, CRT, and Nodding's Caring Theory. Since CRT is typically examined with minority students only, the researcher explored both minority and White students at Mississippi State University to understand if the techniques were equitable and inclusive for all learners. A total of eight focus groups were held between Fall 2017 to Fall 2019 with 39 total participants, undergraduate (n=28) and graduate students (n= 11). Participants included mostly minority students (n=21) and females (n= 21). While there were some major differences between undergraduate and graduate CRT experiences, there were more commonalities that arose when theming occurred. Students from all focus groups were able to identify at least five out of the six characteristics of culturally responsive teaching; however, minority students were able to talk about feelings of exclusion inside and outside of the classroom, as it pertained to the racial and ethnic identity. Minority students were better able to identify what culturally responsive teaching means and what it looks like in practice. Minority students were also more reflective in their responses around feeling included and excluded both inside and outside of the classroom. All students wanted a teacher that cared for them and to make the course material relevant to their lives.

ISBN: 9798643197478Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Classroom

Equitable and Inclusive Classrooms: A Case Study Exploring Student Experiences on Culturally Responsive Teaching.
LDR:03537nmm a2200385 4500 001 2275753
005 20210401103730.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798643197478
035 $a (MiAaPQ)AAI27833490
035 $a AAI27833490
040 $a MiAaPQ $c MiAaPQ
100 1 $a Russell, Christien. $3 3553998
245 1 0 $a Equitable and Inclusive Classrooms: A Case Study Exploring Student Experiences on Culturally Responsive Teaching.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 130 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
500 $a Advisor: Jagger, Carla B.
502 $a Thesis (Ph.D.)--Mississippi State University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Culturally responsive teaching (CRT) was birthed from the framework of multicultural education. Multicultural Education is a broad framework that focuses on equity amongst race, ethnicity, gender, sexual orientation, socioeconomics, disabilities, and other groups who identified as marginalized. Culturally responsive teaching encompasses the ability to acknowledge cultural differences, expand diversity of thought, all while having a caring relationship with students. The literature says that both of the multicultural education and CRT, help foster inclusive classrooms and spaces on campus. CRT also notes that a teacher's ability to care about students influences positive outcomes for learning. For the last 30 years, CRT has been studied from the perspective of K-12 students. While this research is important the researcher argues that culturally responsive teaching is needed at the university. All research questions for this study were created through the lens of multicultural education, CRT, and Nodding's Caring Theory. Since CRT is typically examined with minority students only, the researcher explored both minority and White students at Mississippi State University to understand if the techniques were equitable and inclusive for all learners. A total of eight focus groups were held between Fall 2017 to Fall 2019 with 39 total participants, undergraduate (n=28) and graduate students (n= 11). Participants included mostly minority students (n=21) and females (n= 21). While there were some major differences between undergraduate and graduate CRT experiences, there were more commonalities that arose when theming occurred. Students from all focus groups were able to identify at least five out of the six characteristics of culturally responsive teaching; however, minority students were able to talk about feelings of exclusion inside and outside of the classroom, as it pertained to the racial and ethnic identity. Minority students were better able to identify what culturally responsive teaching means and what it looks like in practice. Minority students were also more reflective in their responses around feeling included and excluded both inside and outside of the classroom. All students wanted a teacher that cared for them and to make the course material relevant to their lives.
590 $a School code: 0132.
650 4 $a Higher education. $3 641065
650 4 $a Agricultural education. $3 612126
650 4 $a Multicultural education. $3 526718
653 $a Classroom
653 $a Culturally responsive teaching
653 $a Diversity
653 $a Equity
653 $a Higher education
653 $a Inlcusion
690 $a 0517
690 $a 0745
690 $a 0455
710 2 $a Mississippi State University. $b Agricultural Information Science and Education. $3 1026149
773 0 $t Dissertations Abstracts International $g 81-11A.
790 $a 0132
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27833490