| Autor: |
Smith, Lora Henderson, Franco, Meredith P., Callahan, Katie, Bottiani, Jessika H. |
| Zdroj: |
Journal of American Indian Education; August 2023, Vol. 62 Issue: 1 p33-61, 29p |
| Abstrakt: |
Abstract:There is a proliferation of research on the importance of teachers engaging in culturally responsive practices (CRPs) when working with students from minoritized and marginalized backgrounds, yet recent literature rarely centers the needs of Native American tribal school students and their teachers. As such, we conducted a mixed method study to gather information on how the Double Check teacher coaching and professional development program might be adapted to meet the needs of teachers working with Indigenous students. The current study used mixed methods to highlight the perspectives of Native American middle school students and their teachers on CRPs. Students (n = 5) and teachers (n = 18) at a Northern Plains tribal school participated in focus groups about their perspectives on CRPs. Teachers (n = 19) also completed a survey. Teachers reported comfort with CRPs and that their school offered helpful professional development. However, in contrast, students reported that although they liked most of their teachers, their teachers did not use many CRPs; students also reported wishing that teachers would learn more about their language and culture. Additional findings and implications for teacher professional development are discussed. |
| Databáze: |
Supplemental Index |
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