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Nourishing roots and inspiring wings : building a culturally responsive pedagogy for southern Appalachia

Author: Richard S Druggish
Publisher: 2003.
Dissertation: Ph. D. Virginia Polytechnic Institute and State University 2003
Edition/Format:   Thesis/dissertation : Thesis/dissertation : Manuscript : Microfilm   Archival Material : EnglishView all editions and formats
Summary:
This qualitative study focused on the need for culturally responsive teaching within the southern Appalachian cultural setting. The specific components of this approach to teaching were based on research findings, theoretical claims from proponents of culturally responsive teaching (e.g. Gloria Ladson-Billings and Geneva Gay), and experiences and personal narratives of educators working with students in southern  Read more...
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Details

Genre/Form: Case studies
Material Type: Thesis/dissertation, Manuscript, Internet resource
Document Type: Book, Archival Material, Internet Resource
All Authors / Contributors: Richard S Druggish
OCLC Number: 62122464
Notes: Vita.
Abstract.
Reproduction Notes: Photocopy. Ann Arbor, Mich. : UMI Dissertation Services, 2005. iv, 102 leaves ; 23 cm.
Description: iv, 102 leaves
Responsibility: Richard S. Druggish.

Abstract:

This qualitative study focused on the need for culturally responsive teaching within the southern Appalachian cultural setting. The specific components of this approach to teaching were based on research findings, theoretical claims from proponents of culturally responsive teaching (e.g. Gloria Ladson-Billings and Geneva Gay), and experiences and personal narratives of educators working with students in southern Appalachia. The purpose of this study was to identify aspects of culturally responsive teaching within the Southern Appalachian context by observing instruction and curriculum that sustained the cultural competence of southern Appalachian students and empowered them. As the researcher, I also studied my own efforts as a teacher educator with southern Appalachian roots who was preparing preservice teachers to acquire the knowledge, attitudes and skills to practice culturally responsive teaching. Through narrative inquiry, the study focused on the experiences of an elementary teacher, an elementary principal, and a preservice teacher. The study was conducted within three settings (Holbrook Elementary, Central Elementary and Appalachia College) over a total period of three years. Data collection methods included interviews, observations, participation in school events, fieldnotes, videotapes, photographs, a participant's journal and other artifacts.

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