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<!DOCTYPE html> <html lang="en"> <head><script type='text/javascript' src='//cdnjs.cloudflare.com/ajax/libs/yui/3.6.0/yui/yui-min.js'></script><script type='text/javascript' src='//ajax.googleapis.com/ajax/libs/jquery/1.10.2/jquery.min.js'></script><script type='text/javascript' src='https://assets.adobedtm.com/4a848ae9611a/d0e96722185b/launch-d525bb0064d8.min.js'></script><script type='text/javascript' src=/assets/nr_browser_production.js></script>  <meta charset="utf-8"> <meta name="viewport" content="width=device-width"> <title> "Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teac" by Shani A. Arnette </title>  <meta itemprop="name" content="Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teaching Practices"> <meta property="og:title" content="Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teaching Practices"> <meta name="twitter:title" content="Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teaching Practices"> <meta property="article:author" content="Shani A. Arnette"> <meta name="author" content="Shani A. Arnette"> <meta name="robots" content="noodp, noydir"> <meta name="description" content="Many schools are diverse with culturally and linguistically diverse (CLD) learners. The problem is that it is unknown if Grade 3-5 teachers in a specific New Jersey school district (SNJSD) perceive their instruction as manifesting characteristics of effective culturally responsive teaching (CRT) and learning practices intended to promote CLD students’ academic growth. The superintendent created an action plan that listed CRT as a solution to meeting needs of diverse students. The purpose of this basic qualitative study was to investigate Grade 3-5 teachers’ perceptions regarding their instruction as manifesting characteristics of effective CRT and learning practices in a SNJSD. Gay’s CRT theory that includes eight qualitative attributes of effective CRT framed this study. Grade 3-5 teachers shared perceptions about their ability to provide CRT practices aligned with Gay’s eight attributes of effective CRT. The Grade 3-5 teachers compared their CRT practices to the SNJSD’s action plan used to support student learning during the teaching and learning process. Through purposeful sampling, nine teachers participated in semistructured interviews via Zoom. Data were analyzed thematically, producing four themes: teachers’ perceptions of CRT; more district dedication to CRT; teachers’ requests for additional resources; and lack of knowledge regarding microaggressions, cultural competence, and sensitivity. Results revealed Grade 3-5 teachers requested more CRT support and resources. Grade 3-5 teachers were unaware of microaggressions, cultural competence, and sensitivity. The project was a 3-day training session to support Grade 3-5 teachers’ CRT practices. Implications for social change include improving Grade 3-5 teachers’ CRT practices, curriculum decisions, and student learning during the teaching and learning process."> <meta itemprop="description" content="Many schools are diverse with culturally and linguistically diverse (CLD) learners. The problem is that it is unknown if Grade 3-5 teachers in a specific New Jersey school district (SNJSD) perceive their instruction as manifesting characteristics of effective culturally responsive teaching (CRT) and learning practices intended to promote CLD students’ academic growth. The superintendent created an action plan that listed CRT as a solution to meeting needs of diverse students. The purpose of this basic qualitative study was to investigate Grade 3-5 teachers’ perceptions regarding their instruction as manifesting characteristics of effective CRT and learning practices in a SNJSD. Gay’s CRT theory that includes eight qualitative attributes of effective CRT framed this study. Grade 3-5 teachers shared perceptions about their ability to provide CRT practices aligned with Gay’s eight attributes of effective CRT. The Grade 3-5 teachers compared their CRT practices to the SNJSD’s action plan used to support student learning during the teaching and learning process. Through purposeful sampling, nine teachers participated in semistructured interviews via Zoom. Data were analyzed thematically, producing four themes: teachers’ perceptions of CRT; more district dedication to CRT; teachers’ requests for additional resources; and lack of knowledge regarding microaggressions, cultural competence, and sensitivity. Results revealed Grade 3-5 teachers requested more CRT support and resources. Grade 3-5 teachers were unaware of microaggressions, cultural competence, and sensitivity. The project was a 3-day training session to support Grade 3-5 teachers’ CRT practices. Implications for social change include improving Grade 3-5 teachers’ CRT practices, curriculum decisions, and student learning during the teaching and learning process."> <meta name="twitter:description" content="Many schools are diverse with culturally and linguistically diverse (CLD) learners. The problem is that it is unknown if Grade 3-5 teachers in a specific New Jersey school district (SNJSD) perceive their instruction as manifesting characteristics of effective culturally responsive teaching (CRT) and learning practices intended to promote CLD students’ academic growth. The superintendent created an action plan that listed CRT as a solution to meeting needs of diverse students. The purpose of this basic qualitative study was to investigate Grade 3-5 teachers’ perceptions regarding their instruction as manifesting characteristics of effective CRT and learning practices in a SNJSD. Gay’s CRT theory that includes eight qualitative attributes of effective CRT framed this study. Grade 3-5 teachers shared perceptions about their ability to provide CRT practices aligned with Gay’s eight attributes of effective CRT. The Grade 3-5 teachers compared their CRT practices to the SNJSD’s action plan used to support student learning during the teaching and learning process. Through purposeful sampling, nine teachers participated in semistructured interviews via Zoom. Data were analyzed thematically, producing four themes: teachers’ perceptions of CRT; more district dedication to CRT; teachers’ requests for additional resources; and lack of knowledge regarding microaggressions, cultural competence, and sensitivity. Results revealed Grade 3-5 teachers requested more CRT support and resources. Grade 3-5 teachers were unaware of microaggressions, cultural competence, and sensitivity. The project was a 3-day training session to support Grade 3-5 teachers’ CRT practices. Implications for social change include improving Grade 3-5 teachers’ CRT practices, curriculum decisions, and student learning during the teaching and learning process."> <meta property="og:description" content="Many schools are diverse with culturally and linguistically diverse (CLD) learners. The problem is that it is unknown if Grade 3-5 teachers in a specific New Jersey school district (SNJSD) perceive their instruction as manifesting characteristics of effective culturally responsive teaching (CRT) and learning practices intended to promote CLD students’ academic growth. The superintendent created an action plan that listed CRT as a solution to meeting needs of diverse students. The purpose of this basic qualitative study was to investigate Grade 3-5 teachers’ perceptions regarding their instruction as manifesting characteristics of effective CRT and learning practices in a SNJSD. Gay’s CRT theory that includes eight qualitative attributes of effective CRT framed this study. Grade 3-5 teachers shared perceptions about their ability to provide CRT practices aligned with Gay’s eight attributes of effective CRT. The Grade 3-5 teachers compared their CRT practices to the SNJSD’s action plan used to support student learning during the teaching and learning process. Through purposeful sampling, nine teachers participated in semistructured interviews via Zoom. Data were analyzed thematically, producing four themes: teachers’ perceptions of CRT; more district dedication to CRT; teachers’ requests for additional resources; and lack of knowledge regarding microaggressions, cultural competence, and sensitivity. Results revealed Grade 3-5 teachers requested more CRT support and resources. Grade 3-5 teachers were unaware of microaggressions, cultural competence, and sensitivity. The project was a 3-day training session to support Grade 3-5 teachers’ CRT practices. Implications for social change include improving Grade 3-5 teachers’ CRT practices, curriculum decisions, and student learning during the teaching and learning process."> <meta name="keywords" content="Black, CLD, CRT, culturally and linguistically diverse, culturally responsive teaching, Hispanic"> <meta name="bepress_citation_dissertation_institution" content="Walden University"> <meta name="bepress_citation_dissertation_name" content="Doctor of Education (Ed.D.)"> <meta name="bepress_citation_author" content="Arnette, Shani A."> <meta name="bepress_citation_author_institution" content="Walden University"> <meta name="bepress_citation_title" content="Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teaching Practices"> <meta name="bepress_citation_date" content="2022">   <meta name="bepress_citation_pdf_url" content="https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=14443&context=dissertations"> <meta name="bepress_citation_abstract_html_url" 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href="https://scholarworks.waldenu.edu/dissertations/13172" class="ignore" aria-current="page" >13172</a> </p> </div> </div> </div>      <div id="series-header">  <h2 id="series-title"><a href="https://scholarworks.waldenu.edu/dissertations" >Walden Dissertations and Doctoral Studies</a></h2></div> <div style="clear: both"></div><div id="sub"> <div id="alpha"> <div id='title' class='element'> <h1><a href='https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=14443&context=dissertations'>Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teaching Practices</a></h1> </div> <div class='clear'></div> <div id='authors' class='element'> <h2 class='visually-hidden'>Author</h2> <p class="author"><a href='https://scholarworks.waldenu.edu/do/search/?q=author%3A%22Shani%20A.%20Arnette%22&start=0&context=2169507'><strong>Shani A. Arnette</strong>, <em>Walden University</em></a><br /> </p></div> <div class='clear'></div> <div id='publication_date' class='element'> <h2 class='field-heading'>Date of Conferral</h2> <p>2022</p> </div> <div class='clear'></div> <div id='degree_name' class='element'> <h2 class='field-heading'>Degree</h2> <p>Doctor of Education (Ed.D.)</p> </div> <div class='clear'></div> <div id='department' class='element'> <h2 class='field-heading'>School</h2> <p>Education</p> </div> <div class='clear'></div> <div id='advisor1' class='element'> <h2 class='field-heading'>Advisor</h2> <p>Michael Vinella</p> </div> <div class='clear'></div> <div id='abstract' class='element'> <h2 class='field-heading'>Abstract</h2> <p>Many schools are diverse with culturally and linguistically diverse (CLD) learners. The problem is that it is unknown if Grade 3-5 teachers in a specific New Jersey school district (SNJSD) perceive their instruction as manifesting characteristics of effective culturally responsive teaching (CRT) and learning practices intended to promote CLD students’ academic growth. The superintendent created an action plan that listed CRT as a solution to meeting needs of diverse students. The purpose of this basic qualitative study was to investigate Grade 3-5 teachers’ perceptions regarding their instruction as manifesting characteristics of effective CRT and learning practices in a SNJSD. Gay’s CRT theory that includes eight qualitative attributes of effective CRT framed this study. Grade 3-5 teachers shared perceptions about their ability to provide CRT practices aligned with Gay’s eight attributes of effective CRT. The Grade 3-5 teachers compared their CRT practices to the SNJSD’s action plan used to support student learning during the teaching and learning process. Through purposeful sampling, nine teachers participated in semistructured interviews via Zoom. Data were analyzed thematically, producing four themes: teachers’ perceptions of CRT; more district dedication to CRT; teachers’ requests for additional resources; and lack of knowledge regarding microaggressions, cultural competence, and sensitivity. Results revealed Grade 3-5 teachers requested more CRT support and resources. Grade 3-5 teachers were unaware of microaggressions, cultural competence, and sensitivity. The project was a 3-day training session to support Grade 3-5 teachers’ CRT practices. Implications for social change include improving Grade 3-5 teachers’ CRT practices, curriculum decisions, and student learning during the teaching and learning process.</p> </div> <div class='clear'></div> <div id='recommended_citation' class='element'> <h2 class='field-heading'>Recommended Citation</h2> <p> Arnette, Shani A., "Grade 3-5 Teachers' Perceptions about their Culturally Responsive Teaching Practices" (2022). <em>Walden Dissertations and Doctoral Studies</em>. 13172. <br> https://scholarworks.waldenu.edu/dissertations/13172 </p> </div> <div class='clear'></div> </div> </div> <div id='beta_7-3'>     <div class="aside download-button"> <a id="pdf" class="btn" href="https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=14443&context=dissertations" title="PDF (19.0 MB) opens in new window" target="_blank" > <i class="icon-download-alt" aria-hidden="true"></i> Download </a> </div>         <div id="article-stats" class="aside hidden"> <p class="article-downloads-wrapper 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