Introduction
Methodology includes the practices, procedures, rules, actions, strategies, and design applied by the researcher. Creswell states that qualitative research begins with assumptions, a worldview, the possible use of a theoretical lens, and the study of research problems inquiring into the meaning individuals or groups ascribe to the social or human problem. The study ends with the presentation of a complex description and interpretation of the problem, reflecting the voices of the participants and an extension of the literature or signal for action (Creswell, 2009).
The purpose of this study will be to develop a better understanding of teachers’ perceptions of preparedness in implementing a culturally responsive educational practice …show more content…
The methods that will be used are designed to answer what impacts the Culturally Responsive Educational Practice (CREP) professional development training have on teachers’ perceived preparedness to implement CREP in their classrooms with CLD students with dis/abilities. Qualitative methods are the best choice for this research because they allow the researcher to listen to the views and perspectives of the participants, who are best able to describe the impact this experience has on their teaching practice. Merriam (2009) states that qualitative research attempts to understand the “meaning people have constructed, that is, how people make sense of their world and the experiences they have in the world” (p.13). Qualitative methods allow study participants to share their awareness, impressions, and recognition of their own processes of examining their beliefs and attitudes about dis/ability and race, culture, and linguistic differences as well as their feelings of preparedness in having conversations about race, culture, linguistic differences and dis/ability with students and their …show more content…
Participants must be in-service certified teachers serving Culturally Linguistically Diverse students with dis/abilities. Students with dis/abilities are defined as students having an IEP to address a diagnosis of a high-incidence dis/ability such as a Specific Learning Disability (LD), an Intellectual Disability (ID), and/or an Emotional Disturbance (ED) of Behavioral Disorder (BD). Teachers must have a minimum of two years of teaching experience in a classroom, working with CLD students with dis/abilities.
Purposeful sampling or Criterion-based selection will be applied as follows. First, the researcher will contact the school districts of Ashwood and Suttoner. The researcher will discuss with the districts the purpose of the current research and and seek access to possible participants for the study. Next the researcher will contact the participants by phone/via email and discuss the purpose of study and obtain their willingness to participate. An additional step, termed “Snowballing” will be applied. In Snowballing, key participants are asked who else to talk with and, “the snowball gets bigger and bigger as you accumulate new information-rich cases” (Patton, 2002, p. 237). Snowballing will be used to recruit additional participants as needed. The goal of this study is to have a total of eight cases for analysis, four from the Ashwood district and four from the
Methodology includes the practices, procedures, rules, actions, strategies, and design applied by the researcher. Creswell states that qualitative research begins with assumptions, a worldview, the possible use of a theoretical lens, and the study of research problems inquiring into the meaning individuals or groups ascribe to the social or human problem. The study ends with the presentation of a complex description and interpretation of the problem, reflecting the voices of the participants and an extension of the literature or signal for action (Creswell, 2009).
The purpose of this study will be to develop a better understanding of teachers’ perceptions of preparedness in implementing a culturally responsive educational practice …show more content…
The methods that will be used are designed to answer what impacts the Culturally Responsive Educational Practice (CREP) professional development training have on teachers’ perceived preparedness to implement CREP in their classrooms with CLD students with dis/abilities. Qualitative methods are the best choice for this research because they allow the researcher to listen to the views and perspectives of the participants, who are best able to describe the impact this experience has on their teaching practice. Merriam (2009) states that qualitative research attempts to understand the “meaning people have constructed, that is, how people make sense of their world and the experiences they have in the world” (p.13). Qualitative methods allow study participants to share their awareness, impressions, and recognition of their own processes of examining their beliefs and attitudes about dis/ability and race, culture, and linguistic differences as well as their feelings of preparedness in having conversations about race, culture, linguistic differences and dis/ability with students and their …show more content…
Participants must be in-service certified teachers serving Culturally Linguistically Diverse students with dis/abilities. Students with dis/abilities are defined as students having an IEP to address a diagnosis of a high-incidence dis/ability such as a Specific Learning Disability (LD), an Intellectual Disability (ID), and/or an Emotional Disturbance (ED) of Behavioral Disorder (BD). Teachers must have a minimum of two years of teaching experience in a classroom, working with CLD students with dis/abilities.
Purposeful sampling or Criterion-based selection will be applied as follows. First, the researcher will contact the school districts of Ashwood and Suttoner. The researcher will discuss with the districts the purpose of the current research and and seek access to possible participants for the study. Next the researcher will contact the participants by phone/via email and discuss the purpose of study and obtain their willingness to participate. An additional step, termed “Snowballing” will be applied. In Snowballing, key participants are asked who else to talk with and, “the snowball gets bigger and bigger as you accumulate new information-rich cases” (Patton, 2002, p. 237). Snowballing will be used to recruit additional participants as needed. The goal of this study is to have a total of eight cases for analysis, four from the Ashwood district and four from the