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|a LC1099.3.M67 2008_MorrisRobert |2 BU-Local |
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|a Special and general education teachers' preparation and attitudes toward cultural responsive teaching of black students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a xi, 87 leaves : |b ill,. charts ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 72-83). |
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|a Copyright Robert Morris, Jr. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This descriptive study employed a survey design to investigate whether special and general education teachers differ in their preparation and attitudes toward Culturally Responsive Teaching (CRT), particularly as it pertains to the instruction of Black students. Teachers from four high schools were distributed the questionnaire developed for this study. Of the 400 teachers who received the questionnaire, about 23% (N = 90) completed and returned the questionnaire. Most of the participants were females from diverse ethnic groups and various educational backgrounds. The study utilized the Teachers’ Questionnaire (TQ), designed to measure teachers’ preparation and attitudes toward culturally responsive teaching. ANOVAs were conducted to test the given hypotheses. Cronbach’s alpha reliability of the TQ (0.90) indicated high internal reliability of the items assessing preparation for CRT. However, the Cronbach’s alpha was 0.64 for the variable cultural responsiveness, indicating borderline reliability for this measure. The study findings show that special education and general education teachers’ preparation for culturally responsive teaching was not significantly different. In addition, the two groups of teachers did not differ in their attitudes. Teachers seemed to have an equal ability to respond to diverse learners. Regardless of the type of position (special or general education), teachers were sufficiently culturally prepared and had, overall, a positive attitude toward cultural responsiveness. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Multicultural education |x United States. |
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|a African American high school students. |
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|a Education, Secondary |x Florida. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001384/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/84/00001/LC1099_3_M67 2008_MorrisRobertthm.jpg |
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|a Theses and Dissertations |
