Beliefs in the crossroads: Teachers’ personal epistemology and effective practice for culturally and linguistically diverse students

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dc.contributor.author Fanning, Cristina
dc.date.accessioned 2017-10-12T13:41:23Z
dc.date.available 2017-10-12T13:41:23Z
dc.date.issued 2017-12-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/38165
dc.description.abstract Today, more than ever, educators throughout the United States need to know more about the challenges, opportunities, and value diversity brings to their schools. In one decade, 2003 to 2013, the population of K-12 public school students who identified as white decreased by 9%, or by 3.2 million. During this same time, the number of Hispanic students in the K-12 public school system increased from 19% to 25%, or by 3.5 million (NCES, 2016). Projections for K-12 student enrollment in public schools indicate a continued decline in the number of White students and increases in students from diverse racial and ethnic backgrounds within another decade (NCES, 2016). We must consider the ways in which we socialize, communicate, and act within these unfamiliar and new spaces – especially those spaces where our beliefs intersect with observable actions in the classroom. The literature is replete with research on teacher epistemologies and culturally responsive teaching, yet research on the dynamic interaction between the two does not exist. Research in this area is needed to better understand how a teacher’s individual epistemology interacts with culturally responsive teaching practices. The purpose of this study was to examine whether individual teacher’s epistemologies, as measured by the Epistemic Belief Inventory (EBI) can predict their level of effective practice with culturally and linguistically diverse (CLD) students, as measured by the Biography-Driven Practices (BDP) rubric. Further, five subscales of the EBI – Simple Knowledge, Certain Knowledge, Innate Ability, Omniscient Authority, and Quick Learning – were examined individually to test for potential correlations. Results show that, overall, a teacher’s epistemic beliefs do not predict their level of effective practice at a statistically significant level; however two subscales, Simple and Certain Knowledge significantly predicted effective practice with CLD students. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Epistemology en_US
dc.subject Education
dc.subject Culturally responsive
dc.title Beliefs in the crossroads: Teachers’ personal epistemology and effective practice for culturally and linguistically diverse students en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor Thomas Vontz en_US
dc.date.published 2017 en_US
dc.date.graduationmonth December en_US


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