A special education teacher’s use of culturally informed practices to enhance a direct instruction reading program : a case study
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Hollie A. Mason (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Marcia Rock
Abstract: For this case study (Yin, 2018) dissertation, I used mixed methods (Creswell & Plano Clark, 2017; Guetterman & Fetters, 2018) to investigate how an elementary school special education teacher who used a direct instruction (di) reading curriculum, incorporated culturally informed practices (CIP) in her small group reading instruction. In the first phase of the study, I used three quantitative instruments: (a) the Culturally Responsive Instruction Observation Protocol (Powell et al., 2017) to measure the participant’s use of CIP, (b) the Culturally Responsive Curriculum Toolkit (Bryan-Gooden et al., 2019) to measure the cultural responsiveness of the di curriculum, and (c) the Culturally Responsive Pedagogy Questionnaire (Boon & Lewthwaite, 2015) to measure her perception of CIP. I followed the quantitative phase with a qualitative phase using a semi-structured interview to collect further evidence of her CIP not observable in the quantitative phase. I then analyzed the quantitative results and qualitative findings using pattern matching (Yin, 2018) and individual-level logic modeling (Frechtling, 2007; Yin, 2018) to determine how the data matched the theoretical frameworks of Culturally Relevant Pedagogy (Ladson-Billings, 1990, 1995) and Culturally Responsive Teaching (Gay, 2002). Findings showed evidence of several components of CIP for this teacher including ethic of care, ethic of personal accountability (Ladson-Billings, 1995), and the ability to create a collaborative and supportive classroom environment (Gay, 2002). Evidence was lacking for pre-service coursework and professional development opportunities on using CIP and a multicultural curriculum (Gay, 2002). Implications from this dissertation study include the need for teachers to investigate the diversity in the di reading programs they are using and for researchers to continue to promote CIP for special education pre-service and in-service teachers.
A special education teacher’s use of culturally informed practices to enhance a direct instruction reading program : a case study
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Created on 8/1/2023
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2023
- Keywords
- Culturally informed, Culturally relevant, Culturally responsive, Direct instruction, Reading instruction, Students with disabilities
- Subjects
- Reading (Primary) $x Direct instruction approach $v Case studies
- Culturally relevant pedagogy $v Case studies
- Special education teachers $v Case studies