High School Teachers’ Approaches toward Canonical Literature in Culturally Diverse Classrooms Public Deposited

http://ir.library.oregonstate.edu/concern/undergraduate_thesis_or_projects/8c97kv949

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  • The purpose of this qualitative research study is to address the disconnect in high school classrooms between traditionally taught, canonical texts and the increasingly diverse population of students reading them through the framework of culturally responsive teaching (Ladson-Billings, 1994; Gay, 2010). Open-ended interviews were utilized to document the teaching practices of five high school English language arts teachers in western Oregon, and data analysis began during the transcription process. From their interview responses, it was evident that teachers were ultimately not being culturally responsive as their pedagogical approaches toward the literature they were teaching lacked intentionality. The findings also suggested that the disconnect was primarily not a result of what was being taught (the texts themselves), but rather how these texts were being taught. Professional development (PD) and the presentation of the term “culturally responsive teaching,” the school district’s PD theme for the studied school year, was identified as the limiting factor to becoming more culturally responsive, suggesting that improvements in PD that prioritized the inclusion of teacher voice and experience would foster the future success of culturally responsive teaching.
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