Examining the Perceptions of Urban African American Elementary Teachers: The Implementation of Culturally Responsive Materials Into the Classroom

The purpose of this study was to examine the relationship between urban teachers’ perceptions and their implementation of culturally responsive materials into the classroom. Specifically, this study examined the influences of age, years of teaching experience, level of education, professional development, and prior knowledge with culturally diverse populations on perceptions of implementing culturally responsive materials into urban elementary classrooms. Based on the results of this research, the variables of age, teaching experience, and professional development were found to affect how teachers value culturally responsive materials. This suggests that variables can have important ramifications for educators and administrators in urban and culturally diverse schools.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

Texas A&M University

Year dc:date.issued

2012

Author dc:creator

• Hicks, Johnetta

Advisor dc:contributor.advisor

• Carter, Norvella P.

Committee members dc:contributor.committeemember

• Larke, Patricia J.
• Lewis, Chance L.
• Mason, Edward L.
• Rice, Mitchell

• Perceptions
• African American
• Urban
• Elementary Teachers
• Culturally Responsive Materials

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8875

OAI record oai:identifier

https://oaktrust.library.tamu.edu/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Aoaktrust.library.tamu.edu%3A1969.1%2FETD-TAMU-2010-12-8875