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dc.contributor.advisorLembke, Erica S. (Erica Suzanne)eng
dc.contributor.authorNagarkar, Sushamaeng
dc.date.issued2011eng
dc.date.issued2011eng
dc.date.submitted2011 Summereng
dc.description"July, 2011"eng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 18, 2012).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Erica Lembkeeng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Special education.eng
dc.description.abstractThe purpose of this study was to explore whether certain teacher characteristics impacted teachers' perceived importance and reported use of culturally responsive practices within their classrooms. The numbers of ELLs in US classrooms has increased substantially over the past three decades and districts are mandated by federal law to provide these students appropriate high quality instruction for their language learning needs, as well as their academic achievement. Researchers suggest that teachers need to be culturally responsive while trying to meet the needs of ELLs and this study examined what teacher characteristics contributed to the use of culturally responsive practices within classrooms. The study was conducted in three school districts in a mid-western state and findings indicated that the most important predictor of teachers' perceived importance and reported use of culturally responsive practices in the classroom was teacher attitudes towards ELLs. Implications for current practice and future research are discussed.eng
dc.format.extentxii, 202 pageseng
dc.identifier.oclc872560620eng
dc.identifier.otherNagarkarS-061311-D133eng
dc.identifier.urihttp://hdl.handle.net/10355/14219eng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2011 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertationseng
dc.subjectEnglish language learnerseng
dc.subjectcultural responsivenesseng
dc.subjectspecial educationeng
dc.subjectcultural diversityeng
dc.subjectlinguistic diversityeng
dc.titleAn exploratory study of culturally responsive teaching practices for students who are ELLseng
dc.typeThesiseng
thesis.degree.disciplineSpecial education (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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