Abstract
This research project sought to examine classroom teacher’s cultural competency and teaching pedagogies as it related to providing instruction to culturally and linguistically diverse (CLD) students at a middle school (Grades 6-8) in a rural portion of North Carolina. Additionally, this project also investigated the relationship between the classroom teacher’s cultural competence knowledge and the occurrence of CLD students being referred for exceptional children services within this school district. A review of current literature was explored to provide a frame of reference for this research study. Preliminary findings were consistent with scholarly literature which revealed a relationship between the classroom teacher’s cultural sensitivity, teaching styles and their referral of students who represent culturally and linguistically diverse backgrounds. A detailed discussion of findings will be provided in addition to implications for future research studies.
| Original language | English |
|---|---|
| Journal | The Griot-Southern Conference on African American Studies |
| State | Accepted/In press - 2017 |