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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Culturally Responsive Practices :/
其他題名:	Addressing the Overidentification of Culturally Diverse Students in Special Education.
作者:	Vereen-Thomas, Sharrie'.
面頁冊數:	1 online resource (90 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Teaching. -
電子資源:	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.
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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
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650 4 $a Sociology. $3 516174
650 4 $a Special education. $3 516693
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