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Record identifier : 569518
Personal Name - Primary Intelectual Responsibility : Waldrep, Danielle Rae
Title and statement of responsibility : Educational practices of elementary educators with culturally diverse students: A case study [Thesis]
Publication, Distribution,Etc. : The University of Alabama at Birmingham, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , The University of Alabama at Birmingham
Summary or Abstract : With the consistent growth in ethnic diversity in schools, teachers had to learn at the university level or in professional development course how to educate ethnically diverse students. This study explored the phenomenon of educating English Language Learners in a Southeastern United States elementary school. Specifically, this study explored what strategies educators used the child's culture as a strength in learning. I defined cultural diversity as not just linguistic differences rather cultural diversity encompasses the learning style of the student, previous educational experiences, cultural and linguistic differences. A case study was completed to answer the following research question: The central question guiding this study was: How do teachers teach to their students' cultural diversity? More specifically the researcher sought to answer three sub-questions: (1) How do teachers describe the training they received to work with diverse students? (2) What were the teachers' beliefs regarding the cultures of the students? (3) What strategies were teachers using to educate ethnically diverse students in their classrooms? Seven participants were purposefully selected based on the gate-keeper's recommendation. All of the participants that were recommended typified the characteristics needed to fully explore the phenomenon of teachers who teach ethnically diverse students. There were five Caucasian participants (i.e., one male and four females) and two African Americans participants (i.e., one male and one female) who participated in this study. Interviews, observations and participants' journals were the primary sources of data collected. The data provided rich, thick information that allowed the researcher to fully explore the phenomenon. Data were collected from October 2007 until May 2008. Interviews were recorded and transcribed verbatim. Participants were asked to review the interview transcripts for authentication. All the data were coded and themes developed. The themes were described in a narrative format and the findings were then used to answer the central question and sub-questions. Eight themes were developed during data analysis: ethnically diverse classrooms, ethnic stereotyping and assumptions, "Cultural-less" classroom and society, teacher preparation, teaching strategies, challenges, collaboration, and support systems..
Topical Name Used as Subject : Bilingual education
: Elementary education
: Teacher education
Information of biblio record : TL
 
 
 
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