Date of Award

12-2013

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Patricia Reeves

Second Advisor

Dr. Dennis McCrumb

Third Advisor

Dr. Mark Rainey

Abstract

Global competition of academic aptitude between countries has sparked policymakers’ concerns with the performance of the United States educational system leading to many educational reforms that direct educators to diversify their instruction to meet the needs of all students. Advances in technology and travel allow people to interact with other cultures creating more globalized societies. These two converging issues place a greater significance on educators to understand the interplay between culture and their teaching practices.

Literature reveals that the influence of home and community cultures affects the learning behaviors of students (Davis-Kean, 2005: Wang, Beras, & Eberhard, 2005; Sigel, Stinson, & Kim, 1993; Cohen, 1987). Culturally responsive teachers acknowledge and appreciate the diverse cultures and adjust their teaching practices to bridge the differences (Gay, 2003; Ladson-Billings, 1995). While studies describe characteristics of culturally responsive teachers, they often focus on teachers in the United States leaving a void in literature on how teachers respond to diverse classrooms outside of their native countries.

Access Setting

Dissertation-Open Access

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