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Practicing Teachers' Beliefs Regarding Racially, Culturally, Ethnically, And Linguistically Diverse (RCELD) Students In A Title I Secondary-School Environment

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Date Issued:
2016
Abstract/Description:
Based on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic background were tested. Pohan and Aguilar's (2001a) Teachers' Belief Survey was administered to 59% of the GHS staff in order to measure the personal and professional beliefs of practicing teachers. I used descriptive and parametric tests to analyze the survey's data. Based on the parametric and non-parametric tests no statistically significant differences were found for the four hypotheses tested. Although no statistically significant differences were noted in the data, this dissertation in practice starts a conversation about diversity issues at GHS. The initial school-level data were indicative of a problem of practice at GHS, and practicing teachers did self-report high levels of diversity beliefs. I recommend that further research build upon this study and include a qualitative component. I conclude that further research is necessary in order to investigate why practicing teachers' self-report diversity beliefs were high, yet school-level data indicated discriminatory practices.
Title: Practicing Teachers' Beliefs Regarding Racially, Culturally, Ethnically, And Linguistically Diverse (RCELD) Students In A Title I Secondary-School Environment.
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Name(s): Sabino, Lisa, Author
Gill, Michele, Committee Chair
Kaplan, Jeffrey, Committee Member
Boote, David, Committee Member
Lue, Martha, Committee Member
Oldham, Lucile, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2016
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Based on school-level data that included disparities in discipline rates, Title I status, teacher attrition, and teachers' statements, I designed a dissertation in practice to understand practicing teachers' personal and professional diversity beliefs regarding racially, culturally, ethnically, and linguistically diverse (RCELD) students in a Title I, secondary-school setting. Four hypotheses concerning type of secondary degree, years of experience, subjects taught, and racial or ethnic background were tested. Pohan and Aguilar's (2001a) Teachers' Belief Survey was administered to 59% of the GHS staff in order to measure the personal and professional beliefs of practicing teachers. I used descriptive and parametric tests to analyze the survey's data. Based on the parametric and non-parametric tests no statistically significant differences were found for the four hypotheses tested. Although no statistically significant differences were noted in the data, this dissertation in practice starts a conversation about diversity issues at GHS. The initial school-level data were indicative of a problem of practice at GHS, and practicing teachers did self-report high levels of diversity beliefs. I recommend that further research build upon this study and include a qualitative component. I conclude that further research is necessary in order to investigate why practicing teachers' self-report diversity beliefs were high, yet school-level data indicated discriminatory practices.
Identifier: CFE0006174 (IID), ucf:51123 (fedora)
Note(s): 2016-05-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): Practicing Teachers -- Conceptual Change -- RCELD -- Title I -- Secondary School -- Diverse Students
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006174
Restrictions on Access: campus 2017-05-15
Host Institution: UCF

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