Campus Location

Dallas Campus

Date of Award

Spring 4-29-2019

ORCID

https://orcid.org/0000-0001-7341-2215

Document Type

Dissertation

Department

Graduate and Professional Studies

Degree Name

Doctor of Education

Committee Chair

Dr. Jesse Richter

Second Committee Member

Dr. Karen Maxwell

Third Committee Member

Dr. Bobby Martinez

Abstract

In this quantitative study, I investigated the effectiveness of a training intervention program to positively impact secondary teacher attitudes and perceptions of culturally responsive teaching (CRT). The study is relevant in Alvin Independent School District given the demographic shift resulting in an increase in Hispanic students and students learning English as a second language. The purpose of the study was to investigate teacher attitudes and perceptions of CRT to determine if there was a statistically significant difference according to pre- and post-survey data in order to evaluate the effectiveness of the CRT program intervention. The CRT research from Ladson-Billings (1992) and Gay (2000) supported the foundational elements of the CRT training intervention. Using Ginsberg and Wlodkowski’s (2009) motivational framework for CRT, I utilized a survey to measure teacher attitudes and perceptions of CRT. The framework supports the intrinsic motivation to empathize with diverse students, while promoting positive learning outcomes for all. Data from the quasi-experimental design included a pre- and post-survey. Results provided evidence to infer that there was a statistically significant increase in teachers’ perception of CRT and attitude toward CRT after participation in a CRT training intervention. Results of this study indicated potential for change for linguistically and culturally diverse student populations given changes in teacher perception of and attitude toward CRT.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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