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STUDENT PERCEPTIONS OF TEACHER PEDAGOGICAL PRACTICES IN
THE ELEMENTARY CLASSROOM
by
Veronica A. Sullivan
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
December 2010
Copyright 2010 Veronica A. Sullivan
Object Description
| Title | Student perceptions of teacher pedagogical practices in the elementary classroom |
| Author | Sullivan, Veronica A. |
| Author email | sullivanv@verizon.net; vsulliva@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-10-08 |
| Advisor (committee chair) | Baca, Reynaldo |
| Advisor (committee member) |
Melguizo, Tatiana Filer, Janice |
| Abstract | In California, the teaching force is predominately middle-class, White and female. With the student populations being essentially minority, there are issues with cultural congruency, specifically with African American students. Very often, the teacher’s cultural background differs from the students that s/he teaches. As a result, there is dissonance between the pedagogical practices of classroom teachers and the learning style of students. This research investigates the pedagogical practices of a fourth grade teacher positioned in an independent (private) African American school in the heart of Los Angeles. In addition to researching the pedagogical practices of a fourth grade teacher, how students perceive their learning in the classroom will also be evaluated.; The results of this study indicate that (1) discipline is a factor in the learning process, (2) students appreciated the warm demander form of discipline, (3) culturally relevant pedagogy is an effective teaching practice, (4) there is a greater need for pre-service teacher preparation in the area of culture and multicultural education, and (5) there is value in listening to students’ voices in the classroom. |
| Keyword | student voices; teacher training; equity pedagogy; culturally relevant pedagogy; multicultural education |
| Geographic subject (city or populated place) | Los Angeles |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3501 |
| Rights | Sullivan, Veronica A. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Sullivan-2598 |
| Archival file | uscthesesreloadpub_Volume51/etd-Sullivan-2598.pdf |
Description
| Title | Page 1 |
| Full text | STUDENT PERCEPTIONS OF TEACHER PEDAGOGICAL PRACTICES IN THE ELEMENTARY CLASSROOM by Veronica A. Sullivan A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION December 2010 Copyright 2010 Veronica A. Sullivan |
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