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    Teaching through culture in the K-12 classroom

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    Author
    Littlebear, Janice DeVore
    Chair
    John, Theresa
    Adams, Barbara
    Committee
    Barnhardt, Ray
    Webster, Joan Parker
    Keyword
    Multicultural education
    Alaska
    Montana
    Metadata
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    URI
    http://hdl.handle.net/11122/8730
    Abstract
    This study explores how quality experienced teachers use culture to successfully deliver K-12 classroom instruction. Additionally, it develops and tests the effectiveness of a resource designed to instruct early career teachers on the use of culture to deliver classroom instruction. Research was conducted in two phases over a four-year time frame (2014-2017). The study followed a mixed methods exploratory sequential design, using a participatory action research approach. Phase 1 gathered qualitative data from 20 experienced teachers located in two states, which were analyzed using constructed grounded theory. The results of this analysis, accompanied by a literature review, resulted in the development of a Chapter about Culture (CAC), an instructional resource on teaching through culture for early career teachers. Phase 2 gathered quantitative data using a Checklist of Classroom Inventory (CCI) from eight Alaska early career teachers and one Montana experienced teacher, and were analyzed by averaging the pre/post CAC scores and comparing the differences. In addition, one open-ended question after use of CAC provided additional qualitative data about the resourcefulness of CAC, as well as the process for implementing the lessons. Phase 1 results revealed five common themes when teaching through culture: Relationships, Communication, Connections, Respect, and Multicultural Resources. These themes contributed to the construction of a value-added theory of practice for teaching through culture, and served as the basis of the CAC. Phase 2 results demonstrated growth by early career teachers after using the newly created CAC in all five themes of teaching through culture.
    Description
    Dissertation (Ph.D.) University of Alaska Fairbanks, 2018
    Date
    2018-05
    Type
    Dissertation
    Collections
    Indigenous Studies

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