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• W40374744 abstract "As schools have become increasingly diverse, the teaching force has remained mainlyWhite (Brown, 2004). The disparity between students and teachers is seen in schoolsacross the nation, including small, rural schools. Many teachers are unprepared for thereality that their cultural, racial, ethnic, or linguistic backgrounds will differ from those oftheir students (Brown-Jeffy & Cooper, 2011). The issues that can result from thesecultural differences require a teaching force equipped with the knowledge of teaching inculturally responsive ways to better meet the needs of their diverse student populations.Research available informing of knowledge about culturally responsiveness andculturally responsive pedagogy (CRP) is focused mainly on urban settings. This study issignificant in that it examines four culturally responsive teachers in a rural setting as,according to Arnold, Newman, Gaddy, & Dean (2005) and Cicchinelli (2011), there isvery little research available on culturally responsive teachers in rural schools.Additionally, while the current literature recommends necessary CRP classroompractices, there is very little research that examines these recommendations in practice in the classroom, even in urban settings (Ball & Tyson, 2011). This study provides an indepthanalysis of the actual practices of four rural culturally responsive teachers andcompares those practices with the existing literature as presented in the CharacteristicComponents of Culturally Responsive Pedagogy Framework (CCCRP). Through an indepthanalysis of four rural classroom teachers, using a qualitative multiple case studyinformed by a phenomenological approach, the study offers a unique perspective ofculturally responsive pedagogy in action. It attempts to shed light on the perspectivesand development of rural teachers as to their experiences, attitudes, and beliefs regardingCRP, the CRP practices they use, and how these practices intersect with the researchbasedprinciples of CRP.The analysis of data collected provided an understanding of practices that support currentresearch as presented in the CCCRP Framework. Other findings offer an additionalviewpoint to existing literature and are discussed in relationship with current literature:1) care is an integral attitude necessary in cultural responsiveness, though it is not alwaysmentioned in the CRP literature. While some may state that all teachers care, caring isnot always present in the repertoire of all teachers; 2) according to the four nominatedCRP teachers, the teacher education program was not integral to the development of theircultural responsiveness; 3) all four teachers found themselves in situations where they feltit necessary to break the rules of the school culture; and 4) while the characteristic ofdeveloping community relations is present in the CCCRP framework, the presence ofdeveloping and empowering these relationships is not supported by the data collected in this study." @default.
• W40374744 created "2016-06-24" @default.
• W40374744 creator A5081154237 @default.
• W40374744 date "2013-01-01" @default.
• W40374744 modified "2023-09-26" @default.
• W40374744 title "A Multiple Case Study on the Phenomenon of Culturally Responsive Pedagogy in Rural Western North Carolina." @default.
• W40374744 hasPublicationYear "2013" @default.
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