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ERIC Number: ED571940
Record Type: Non-Journal
Publication Date: 2016
Pages: 255
Abstractor: As Provided
ISBN: 978-1-3397-4812-2
ISSN: N/A
EISSN: N/A
Available Date: N/A
Different Faces in Our Classrooms: Teachers' Cultural Perspectives of Heterogeneous School Environments
Hendricks, Paige
ProQuest LLC, Ph.D. Dissertation, The College of William and Mary
The foundation of the United States' educational system is that all students will be educated equally by offering access to knowledge, opportunities, and services resulting in the creation of positive societal contributors. However, this task is complex and challenging. Heterogeneous student populations due to increased culturally diversity, do not match the stable teacher population. Therefore, a disconnection occurs between student and teacher populations and corresponding cultural views. Adopting cultural theories from anthropology, business, and education, this quasi-ethnographic study, within one elementary school, examined the relationship between the created culture and understandings of various sociocultural student identities by three first grade teachers and how, if at all, their classroom practices afforded any student academic advantages or disadvantages. Presented are teachers' personal interpretations about various cultures and how these constructs formed beliefs, attitudes, and values about student capital, teaching, educational practices, judgments, and accurate allocation of resources (entitlements) for their students. Study findings indicate an acute participant awareness of cultural differences between themselves and their students when allocating appropriate academic opportunities and services. A shift in the teaching profession from one that imparts knowledge toward a focus on meeting physical and emotional needs of students, aligned with Maslow's Hierarchy of Needs theory. The emphasis on standardized assessments and their effect on classroom teaching methods and strategies, has created a cultural lag between classrooms and school district and state mandates. Addressing these challenges portends teachers become transformative learners and engage in culturally responsive teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A