All Theses, Dissertations, and Capstone Projects

Year of Award

2022

Degree

Doctor of Education (EdD)

College

College of Education & Allied Health

Degree Program

Collaborative High Impact Instruction

Department

Education and Special Education

First Advisor

Jamie Doronkin

Second Advisor

Gale Rice

Keywords

Preservice educators, Inservice educators, Culturally Responsive Teaching, Confidence, Efficacy

Abstract

This quantitative study examined similarities and differences in preservice and inservice educators’ confidence regarding Culturally Responsive Teaching. Data collected through a revised version of the Culturally Responsive Teaching Self-Efficacy Scale (CRTSES) (Siwatu, 2007) examined in which areas of Culturally Responsive Teaching both preservice and inservice educators felt confident and in which areas the two groups’ confidence levels differed. Four categories of Culturally Responsive Teaching in the survey were determined by the researcher: Home-School Relationships; Home-School Culture; Classroom Community; Instructional Material/Curricula. These categories were used to determine which areas of Culturally Responsive Teaching participants scored the highest and lowest levels of confidence, and to assess where preservice and inservice educators differ in their feelings of confidence. It was also used to assess which areas, if any, preservice and inservice educators felt equally confident or unconfident. This information can be used to inform preservice program curricula, specifically concerning Culturally Responsive Teaching.

Document Type

Open Access Dissertation

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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