Date of Award
Doctor of Philosophy
Educational Leadership, Research and Technology
Dr. Patricia L. Reeves
Dr. Dennis McCrumb
Dr. Mark Rainey
cultural adaptation, international education, culturally responsive teaching, acculturation, international teaching, qualitative research
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.
Alban, David J., "Cultural Adaptations of American Teachers in International Schools" (2013). Dissertations. 193.