DOI
https://doi.org/10.25772/8SE6-2H13
Defense Date
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Yaoying Xu
Second Advisor
Dr. Jesse Senechal
Third Advisor
Dr. Chuang Wang
Fourth Advisor
Dr. Whitney Sherman Newcomb
Fifth Advisor
Dr. Kurt Stemhagen
Abstract
Effective teaching is one of the most important factors in student achievement. Throughout the world, there are high expectations for teacher and student performance. Teachers and students need to navigate the demographic and cultural shifts occurring around the world. Teachers’ cultural awareness and knowledge base of culturally relevant teaching practices is critical to their effectiveness. Based on the need to better understand the cultural responsiveness of teachers, this comparative study investigated elementary school teachers’ culturally relevant teaching practices in China and the U.S. through the use of video-cued ethnography. The following findings were revealed from the study: (a) differences in frequency and application of practices; (b) communication of high expectations across cultures; (c) lack of family and community partnership; (d) emphasis on culturally mediated instruction in the U.S.; and (e) ample time for collaboration and reflection in China.
Rights
© Alicia R. Thompson
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-3-2020
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, International and Comparative Education Commons