The Effect of Teachers' Cultural Proficiency Training on Sixth Grade Students' Reading Achievement

Author

Diane Wells-Rivers, University of Nebraska at Omaha

Date of Award

4-1-2011

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Kay A. Keiser

Second Advisor

Dr. Jeanne L. Surface

Third Advisor

Dr. Larry L. Dlugosh

Fourth Advisor

Dr. Julie A. Delkamiller

Abstract

This study evaluated the overall reading achievement of African American (n = 42) and White (n = 21) sixth grade students in an urban Midwestern school, after their teachers‘ engaged in culturally proficiency training provided by The Minnesota Humanities Center. Data for students in the study was collected for comprehension levels or acuity (CTB/McGraw-Hill, 2010), text gradient levels (Fountas & Pinnell, 2008), and oral fluency levels (Berglund & Johns, 2006; Fountas & Pinnell, 2008) during year two of their teachers‘ participation in the training.

Comments

A Dissertation presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2011 Diane Wells-Rivers.

Recommended Citation

Wells-Rivers, Diane, "The Effect of Teachers' Cultural Proficiency Training on Sixth Grade Students' Reading Achievement" (2011). Student Work. 3471.
https://digitalcommons.unomaha.edu/studentwork/3471