An exploratory study of culturally responsive teaching practices for students who are ELLs

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An exploratory study of culturally responsive teaching practices for students who are ELLs

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/14219

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dc.contributor.advisor Lembke, Erica S. (Erica Suzanne) en_US
dc.contributor.author Nagarkar, Sushama
dc.date.accessioned 2012-05-18T13:46:30Z
dc.date.available 2012-05-18T13:46:30Z
dc.date.issued 2011
dc.date.submitted 2011 Summer en_US
dc.identifier.other NagarkarS-061311-D133
dc.identifier.uri http://hdl.handle.net/10355/14219
dc.description "July, 2011" en_US
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on May 18, 2012). en_US
dc.description The 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.description Dissertation advisor: Dr. Erica Lembke en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Special education. en_US
dc.description.abstract The 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.extent xii, 202 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2011 Freely available dissertations (MU) en_US
dc.subject English language learners en_US
dc.subject cultural responsiveness en_US
dc.subject special education en_US
dc.subject cultural diversity en_US
dc.subject linguistic diversity en_US
dc.title An exploratory study of culturally responsive teaching practices for students who are ELLs en_US
dc.type Thesis en_US
thesis.degree.discipline Special education en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2011 Dissertations


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