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WHDL - 00020636

Providing the culturally responsive instruction they need: Investigating diverse instruction for English learners in rural schools

Jordan Lindsay Shumway

Resource Types

Academic (Thesis, Dissertation, Etc.)

Resource Languages

English

Institutional Repository

Northwest Nazarene University

Description / Abstract

English learners (ELs) are students in need of culturally responsive instruction in schools to help them obtain grade level standards and to prepare them to be college and career-ready beyond high school. The Theory of Linguistic Interdependence served as the theoretical framework for this study and provided context to the necessary culturally responsive instruction ELs need to become proficient in their acquired language (L2). Many educators feel unprepared to provide culturally responsive instruction for ELs within general education classrooms. Further challenges occur in rural school districts, where funding, professional development, and access to highly trained teachers are limited. This mixed methods research study utilizes the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) to evaluate the self-efficacy of general educators from rural schools when providing culturally responsive instruction for ELs. CRTSE scores were used to determine a high and low threshold of culturally responsive self-efficacy. Four participants from phase one participated in follow-up interviews to provide depth to the data gathered during the first phase. The most common culturally responsive teaching strategies used by rural educators are strategies that overlap with general teaching practices. Strategies requiring higher levels of culturally responsive expertise are implemented with much less frequency and elicit significantly lower self-efficacy scores from rural educators.

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Copyright Notes

This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.

KeywordsEnglish learners (ELs), Culturally responsive, Self-efficacy, Rural schools

Degree AwardedDoctor of Education in Educational Leadership

Awarding InstitutionNorthwest Nazarene University

Committee MembersBernadette Anderson, Brett Twiss

Supervisor or ChairLisa Amundson

Peer Reviewed?No

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