Promising Practices in Ethnic Studies Classrooms- [electronic resource]
Promising Practices in Ethnic Studies Classrooms- [electronic resource]
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101241
- ISBN
- 9798379726386
- DDC
- 371
- 저자명
- Arquillos, Joel.
- 서명/저자
- Promising Practices in Ethnic Studies Classrooms - [electronic resource]
- 발행사항
- [S.l.]: : University of California, Los Angeles., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(125 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
- 주기사항
- Advisor: Durkin, Diane;Gomez, Kimberley.
- 학위논문주기
- Thesis (Ed.D.)--University of California, Los Angeles, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This study aimed to explore how experienced teachers of Ethnic Studies (ES) utilize culturally responsive pedagogy (CRP) to enhance student engagement in a large urban school district. The participants in the study were nine teachers from eight distinct public schools. The research design employed a sequential qualitative approach, involving interviews and an analysis of curriculum artifacts. After gathering the data, I identified instances of CRP implementation by the teachers in their instructional delivery and assignment design, which, according to them, fostered engagement in terms of student participation in class discussions, completion of assignments, and inspired writing.The interviews yielded interesting findings regarding the contrasting approaches of Black, Indigenous, People of Color (BIPOC) and white teachers concerning how they conveyed their personal encounters with racism, their willingness to be vulnerable and open with their students, and their development of a curriculum that reflected the diversity of students in their classes. Furthermore, the findings revealed various activities, such as writing exercises and project presentations, that provided students with opportunities to express aspects of their personal identities in safe learning environments where teachers encouraged open and critical exploration of ideas.Moreover, the findings highlighted the distinctive nature of ES compared to other history courses, as ES teachers actively construct knowledge with their students instead of merely presenting them with facts and dates. Additionally, the study uncovered challenges, such as insufficient time to cover ES content within a single semester and the need for more collaborative planning time among ES teachers to enhance curriculum effectiveness.
- 일반주제명
- Educational leadership.
- 일반주제명
- Education.
- 일반주제명
- Ethnic studies.
- 키워드
- Engagement
- 키워드
- Ethnic studies
- 키워드
- Public schools
- 기타저자
- University of California, Los Angeles Education - Leadership Program 0659
- 기본자료저록
- Dissertations Abstracts International. 84-12A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.