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The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools

Permanent Link: http://ufdc.ufl.edu/UFE0042021/00001

Material Information

Title: The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools
Physical Description: 1 online resource (97 p.)
Language: english
Creator: Moss, Felecia
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2010

Subjects

Subjects / Keywords: culture, demander, immersion, multiculturalism, novice, pedagogy, responsiveness, teacher, warm
Teaching and Learning -- Dissertations, Academic -- UF
Genre: Curriculum and Instruction (CCD) thesis, Ed.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: THE IMPACT OF A CULTURAL IMMERSION EXPERIENCE IN BUILDING CULTURAL COMPETENCE OF PRESERVICE TEACHERS IN URBAN SCHOOLS By Felecia Moss August 2010 Chair: Dorene Ross Major: Curriculum and Instruction This study examines the reflections of preservice teachers in relation to their experiential knowledge gained through active learning of African American culture and their perceptions and beliefs concerning the home life of these students and their lives in the community. This action research study presents the results of a qualitative analysis of the on-line journal postings and class discussions of sixteen preservice teachers after a cultural experience designed to increase their knowledge of the attributes of African American culture. The research is designed to address the following question: How will participation in this community experience (visiting a community church) impact preservice teachers? knowledge of African American culture and their ideas about how to build on children?s culture in the classroom? Findings reveal six lessons learned and four implications for culturally responsive teaching. This study shows how the experience enhanced their conceptual and practical knowledge of culturally responsive pedagogy. Implications for teacher educators are addressed.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by Felecia Moss.
Thesis: Thesis (Ed.D.)--University of Florida, 2010.
Local: Adviser: Ross, Dorene D.

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2010
System ID: UFE0042021:00001

Permanent Link: http://ufdc.ufl.edu/UFE0042021/00001

Material Information

Title: The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools
Physical Description: 1 online resource (97 p.)
Language: english
Creator: Moss, Felecia
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2010

Subjects

Subjects / Keywords: culture, demander, immersion, multiculturalism, novice, pedagogy, responsiveness, teacher, warm
Teaching and Learning -- Dissertations, Academic -- UF
Genre: Curriculum and Instruction (CCD) thesis, Ed.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: THE IMPACT OF A CULTURAL IMMERSION EXPERIENCE IN BUILDING CULTURAL COMPETENCE OF PRESERVICE TEACHERS IN URBAN SCHOOLS By Felecia Moss August 2010 Chair: Dorene Ross Major: Curriculum and Instruction This study examines the reflections of preservice teachers in relation to their experiential knowledge gained through active learning of African American culture and their perceptions and beliefs concerning the home life of these students and their lives in the community. This action research study presents the results of a qualitative analysis of the on-line journal postings and class discussions of sixteen preservice teachers after a cultural experience designed to increase their knowledge of the attributes of African American culture. The research is designed to address the following question: How will participation in this community experience (visiting a community church) impact preservice teachers? knowledge of African American culture and their ideas about how to build on children?s culture in the classroom? Findings reveal six lessons learned and four implications for culturally responsive teaching. This study shows how the experience enhanced their conceptual and practical knowledge of culturally responsive pedagogy. Implications for teacher educators are addressed.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by Felecia Moss.
Thesis: Thesis (Ed.D.)--University of Florida, 2010.
Local: Adviser: Ross, Dorene D.

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2010
System ID: UFE0042021:00001


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PAGE 11

.

PAGE 13

Background of the Problem Research Questions

PAGE 16

School Reform

PAGE 19

Descriptors of Good Teachers

PAGE 22

Effective Schools Research

PAGE 26

Culturally Responsive Pedagogy

PAGE 31

warm demander

PAGE 36

Action Research

PAGE 42

Research Questions S tudy Design Participants

PAGE 45

Role of Researcher and Other Faculty

PAGE 46

Community Experience/ Intervention Data Collection

PAGE 47

Reflective writing based on community e xperiences. Class debriefing on the community e xperience

PAGE 48

Data Analysis

PAGE 49

belief in children conviction feelings and emotions expression participation energy and movement music and expressive use of language family and community other family and community music and movement affect and expressive use of language expression feeling and emotions affect convictions belief in children other Trustworthiness of the Findings

PAGE 50

Limitations

PAGE 51

The Church Visit

PAGE 54

Preservice Teacher Learning: Lessons Learned and Implications for Teaching Family and Community Cultural Lessons about Family and Community

PAGE 55

1. The African American community places great emphasis on family and inclusiveness. 2. Afric an American culture has a strong emphasi s on relationships that bridge family and community. 3. There is an e mphasis on music in the African American culture. 4. There is an emphasis o n movement and a high level of energy in the African American culture. 5. There is a high affect and vocal expression in the African American culture. 6. There is a reliance on expressive use of language in the African American culture. Lesson one: The African American community places great emphasis on family and inclusiveness.

PAGE 56

Lesson two: African American culture has a strong emphasis on relationships that bridge family and community.

PAGE 57

Implications for Teaching Related to Family and Community Implication : Create a classroom where all students and families feel welcomed and supported.

PAGE 58

Implication : Place more emphasis on collaboration.

PAGE 59

What the Research Says A bout Family and Community in the African American Culture

PAGE 61

Music and Movement Cultural Lessons on Music and Movement

PAGE 62

Lesson three: There is an emphasis on music in the African American community.

PAGE 63

Implications for Teaching Regarding Music and Movement Implication Incorporate music, clapping, singing, dance and movement into the classroom.

PAGE 65

What the Research Says About Music and Movement as Part of Culturally Responsive Pedagogy

PAGE 67

Affect and Expressive Use of Language Cultural Lessons about Affect and Expressive Use of Language Lesson five There is high affect and vocal expression in the African American community.

PAGE 68

Lesson six There is a reliance on expressive use of language in the African American culture.

PAGE 70

Implications for Teaching Regarding Affect and Expressive Use of Language Implication : Teachers must take into account that affect and expressive use of language is a part of the learning style for African American students

PAGE 71

What the Research Says About the Impact of Affect and Use of Language as it Relates to Culturally Responsive Pedagogy

PAGE 74

Summary of the Study

PAGE 75

Learning About the Culture

PAGE 78

What Can Teachers Lear n from a Church Based Community Experience

PAGE 79

Missed Opportunities

PAGE 81

The Role of the Principal as Action Researcher

PAGE 82

Implications for Principals

PAGE 83

Implications for Teacher Educators

PAGE 84

Summary

PAGE 88

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PAGE 92

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