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Title: Each One, Reach One, Teach One: Applying Theories of Culturally Relevant Pedagogy in Urban High Schools to the Elite University Classroom
Authors: Oliver, Imani
Advisors: Levy Paluck, Elizabeth
Contributors: Shelton, Nicole
Department: Psychology
Class Year: 2014
Abstract: Culturally relevant teaching has become the focal point of urban education reform. However, in recent years, low-income and minority students at Princeton have expressed feelings of discomfort in the classroom setting (Committee on Background and Opportunity III Report, 2012). In a pursuit to figure out what characteristics develop culturally responsive teachers, Princeton preceptors are asked to report their classroom practices, as well as their backgrounds and beliefs in a questionnaire. Urban education literature suggests that teachers’ backgrounds and beliefs affect their ability to teach in a culturally responsive manner. However, the results of the present study suggest that only academic affiliation and teacher self-efficacy beliefs play a part in a teacher’s likelihood to utilize culturally responsive classroom techniques.
Extent: 57 pages
Type of Material: Princeton University Senior Theses
Language: en_US
Appears in Collections:Psychology, 1930-2016

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