Date of Award

7-2014

Degree Type

Thesis

Degree Name

Education (M.Ed.)

Department

College of Education

Abstract

Teachers in alternative schools have limited to no knowledge of issues influencing students who are culturally and linguistically different. Current educational research lacks an in-depth examination of teachers’ perceptions of their use of culturally relevant practices with this group.

Using an adaptation of Siwatu’s (2007) Culturally Responsive Teaching Self-Efficacy Scale and drawing upon the theories of constructivism and multiculturalism, this study documents the perceptions of teachers’ preparedness in an alternative high school in the Midwest. The investigator collected information that may assist teachers and teacher preparation institutions in delivering instruction that better suits students who are culturally and linguistically diverse. The study categorizes Siwatu’s (2007) questionnaire and draws conclusions from teacher responses. The results expose the notion that work needs to be continued to insure that teachers are introduced to the theory and practice of teaching culturally and linguistically diverse learners. Several practical recommendations for teacher training, curriculum modification, and classroom use are suggested.

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