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dc.contributor.advisorLembke, Erica S. (Erica Suzanne)en_US
dc.contributor.authorNagarkar, Sushama
dc.date.issued2011
dc.date.submitted2011 Summeren_US
dc.description"July, 2011"en_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 18, 2012).en_US
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.en_US
dc.descriptionDissertation advisor: Dr. Erica Lembkeen_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Special education.en_US
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.en_US
dc.format.extentxii, 202 pagesen_US
dc.identifier.otherNagarkarS-061311-D133
dc.identifier.urihttp://hdl.handle.net/10355/14219
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2011 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations
dc.subjectEnglish language learnersen_US
dc.subjectcultural responsivenessen_US
dc.subjectspecial educationen_US
dc.subjectcultural diversityen_US
dc.subjectlinguistic diversityen_US
dc.titleAn exploratory study of culturally responsive teaching practices for students who are ELLsen_US
dc.typeThesisen_US
thesis.degree.disciplineSpecial educationen_US
thesis.degree.disciplineSpecial educationeng
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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