부산대학교 도서관

The purpose of this qualitative study was to investigate the range of teacher perceptions and implementation of culturally relevant pedagogy (CRP) in South Carolina public schools. A transcendental phenomenological approach was used to explore the following research questions. RQ1: Which CRP practices do secondary ELA teachers in public schools in South Carolina feel are most important? RQ2: Which CRP practices do secondary ELA teachers in public schools in South Carolina use most frequently? RQ3: How do secondary ELA teachers' perspectives and implementation of CRP differ based on demographic subgroups (race, gender, years of experience, and degree level)? The literature review included analysis of the Black-White achievement gap and indicated the necessity for implementation of culturally relevant instructional strategies as a potential remedy. Historical and social constructs that impact teacher perceptions and implementation of culturally relevant instructional strategies were explored, including perspectives from Gloria Ladson-Billings, Geneva Gay, Linda Darling-Hammonds, Jarvis Givens, and others. The literature review also included discussion of current socio-political movements against culturally relevant instructional strategies in South Carolina and beyond. The study participants included six secondary English/ELA teachers. Purposive sampling was used to select participants who met a three-part criterion: (1) Holds a minimum of a bachelor's degree from a four-year college or university, (2) Certified in English/Language Arts or a comparable area by the South Carolina Department of Education or by the educational agency of a state with a reciprocal certification agreement with South Carolina, and (3) Currently employed as an English/Language Arts teacher or reading interventionist/specialist in a secondary public school. Participants completed a written interview regarding their perceptions and implementation of culturally relevant pedagogy. Two participants completed a follow-up verbal interview to provide additional context to their written responses. After collection of the data, open, axial and selective coding of participant responses was conducted using NVivo software. Coding revealed seven emergent themes to inform teachers' professional praxis: (a) linguistic backgrounds--recognizing student communication trends and speech patterns, including the use of AAVE, (b) cultural backgrounds/identity--learning about and expressing an appreciation for the cultural backgrounds and identity of diverse students in schools, (c) multicultural books/technology--utilizing multicultural books and technology enhanced items to support diverse learners, (d) cultural celebrations--class and school celebrations and observances that display respect and appreciation for diverse cultures, (e) discipline--utilizing class and student management strategies that promote order and discipline in the classroom, (f) expectations/ relationships--setting high expectations for student learning and student behavior while leveraging positive relationships to promote student excellence, and (g) student support plans--developing individual and whole group support plans to ensure students' holistic needs are met and encourage student achievement. The conclusion of this report involved comparative analysis to other relevant research and recommendations to improve transformative advocacy, instructional practice, and future research in South Carolina. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]