BUILDING BRIDGES: IMPROVING BEGINNING TEACHERS’ CULTURALLY RELEVANT TEACHING PRACTICES

Simple item page
dc.access.optionOpen Access
dc.contributor.advisorMilitello, Matthew
dc.contributor.authorMatkins, Jerry Taylor, Jr
dc.contributor.departmentEducational Leadership
dc.date.accessioned2021-06-04T13:35:11Z
dc.date.available2021-06-04T13:35:11Z
dc.date.created2021-05
dc.date.issued2021-04-20
dc.date.submittedMay 2021
dc.date.updated2021-06-02T15:57:43Z
dc.degree.departmentEducational Leadership
dc.degree.disciplineEDD-Educational Leadership
dc.degree.grantorEast Carolina University
dc.degree.levelDoctoral
dc.degree.nameEd.D.
dc.description.abstractSchools across the United States are becoming more diverse and the way they respond to that diversity could make all the difference in the success of future generations. The purpose of this participatory action research study was to provide beginning teachers with a better understanding of how culture plays a role in teaching and learning. This study included a community of beginning teachers over one calendar year. During that year, the beginning teachers took part in several Community Learning Exchanges (CLEs) that created mutual trust and understanding of cultures. The findings of this project support the conclusion that when teachers successfully implement culturally relevant teaching (CRT) strategies, they create common ground, understand cultural influences, and understand the importance of relationships. When CRT strategies are incorporated, an equitable learning environment is created. The policy, practice, and research implications for educational leaders can lead to beginning teachers that understand their students better.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/9053
dc.language.isoen
dc.publisherEast Carolina University
dc.subjectrelationships
dc.subject.lcshCulturally relevant pedagogy--United States
dc.subject.lcshEducational equalization--United States
dc.subject.lcshClassroom environment--United States
dc.titleBUILDING BRIDGES: IMPROVING BEGINNING TEACHERS’ CULTURALLY RELEVANT TEACHING PRACTICES
dc.typeDoctoral Dissertation
dc.type.materialtext

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
MATKINS-DOCTORALDISSERTATION-2021.pdf
Size:
1.79 MB
Format:
Adobe Portable Document Format
Download

Collections

Dissertations
Educational Leadership