Comparative effectiveness of culture-based morning meetings as measured by cultural responsiveness of fourth graders, 2020

Item — Call Number: MU Thesis Abr

Identifier: b7930250

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2020

Creator

Abreu, Julia M. (Julia McCarty) (1989- ) (Author, Person)
Carley-Rizzuto, Kerry (Thesis advisor, Person)
Paone, Tina R. (Thesis advisor, Person)
Raj, Erik X. (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 108 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

This study implemented the concept of using morning meetings as a delivery method for developing culturally responsive students. The study was conducted in an elementary school in a suburban community in Montgomery County, Maryland. The participants were 37 male and female fourth-grade students with diverse racial and ethnic backgrounds. The study was quantitative, employing a treatment/comparison group model where student perceptions of cultural responsiveness were measured by a pretest/posttest survey using the Cultural Humility Scale. With the alpha set at 0.05, a paired samples t and independent samples t test were used to analyze the data. Research findings from this study suggest that the changes in cultural responsiveness for participants in the treatment group were not statistically significant. Findings also suggested no statistically signficant differences between participants exposed to the treatment versus comparison conditions. While evidence from this study does not bridge the gap between morning meetings and cultural responsiveness, anecdotal notes from the teachers and participants suggest the culture-driven morning meetings provided a more positive classroom environment, improved student collaboration and peer scholarships, and resulted in fewer office referrals.

Partial Contents

List of tables -- 1. Introduction -- 2. Literature review -- 3. Research methodology -- 4. Analysis and results -- 5. Discussion -- References -- Appendices.