Date of Conferral

8-12-2024

Date of Award

August 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Chue Vang

Abstract

Researchers have noted that some primary grade teachers do not have the cultural competence to meet transcultural learning goals for primary grade students in diverse schools. This qualitative study explored perspectives of kindergarten through second grade teachers on their cultural competence to meet transcultural learning goals for primary-grade students in diverse schools. Mishra and Metha’s 21st century learning model and Vernon’s six principles of culturally competent practice were used as the framework for this study. This study addressed two research questions focusing on primary grade teachers’ perspectives of their cultural competence to meet the transcultural learning goals for their students and what teachers need to develop their cultural competence to meet the transcultural needs of primary grade students in diverse schools. A basic qualitative study with interviews was conducted with 12 teachers, with a minimum of 3 years of experience, from Title I primary schools in an urban metro city in the southern United States. Data were analyzed, and four themes emerged: (a) resources improve teacher effectiveness in implementing culturally relevant pedagogy; (b) language barriers are addressed when individualized and personalized goals are established in primary classrooms; (c) mentor/coach support and collaboration following professional development enhances teachers’ cultural competence; and (d) family participation builds teacher-family relationships through shared experiences. Results from this study contribute to positive social change by supporting the development of cultural competence in K-2 teachers, so they may act as social change agents to meet transcultural learning goals for primary-grade students in diverse schools.

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