Electronic Theses and Dissertations

Date

2020

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

J. Helen Perkins

Committee Member

William Hunter

Committee Member

Mary Ransdell

Committee Member

Carolyn Kaldon

Abstract

The purpose of this quantitative study was to examine the relationships between beliefs about the use of culturally responsive teaching practices when planning literacy instruction, reading course enrollment, and demographic factors among undergraduate K-6 elementary teacher candidates. Specifically, the study participants are K-6 elementary undergraduate teacher candidates attending a small, rural university within the Mid-south. The researcher sought to understand factors that may affect teacher candidates beliefs about the use of culturally responsive teaching practices as they begin making specific pedagogical adjustments to the classroom when planning literacy instruction. Data for this study was collected using a structured survey in Qualtrics which contained the Culturally Responsive Instruction and Curriculum Survey and self-reported demographic information. The results of this study found that there are no significant relationships between reading course enrollment, demographic factors, and overall beliefs about the use of culturally responsive teaching practices when planning literacy instruction. This study was guided by the following research questions:1.Is there a relationship between reading course enrollment and beliefs about the use of culturally responsive teaching practices when planning literacy instruction among undergraduate elementary teacher candidates?2.Is there a relationship between demographic factors (educational demographics, community demographics) and beliefs about the use of culturally responsive teaching practices when planning literacy instruction among undergraduate elementary teacher candidates?3.Is there a relationship between reading course enrollment, demographic factors, and beliefs about the use of culturally responsive teaching practices when planning literacy instruction among undergraduate elementary teacher candidates?Keywords: teacher candidate, teacher education, culturally responsive teaching, critical pedagogy, diversity, critical literacy

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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