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dc.contributor.supervisor Bryan, Gregory (Curriculum, Teaching and Learning) en_US
dc.contributor.author Burdett, Angela M.
dc.date.accessioned 2016-09-14T15:27:10Z
dc.date.available 2016-09-14T15:27:10Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/1993/31752
dc.description.abstract In the last 20 years there has been a significant amount of research done on the topic of culturally relevant and culturally responsive pedagogy (Brown-Jeffy & Cooper, 2011; Gay, 2000; Ladson-Billings, 1995; Lipman, 1995; Maina, 1997). The purpose of my research was to learn what factors influence and inform teachers’ decisions to choose or not choose Aboriginal children’s literature for their classroom libraries and/or instructional purposes. In this study I conducted semi-structured interviews with six teachers in six different northern Manitoba schools, performed a classroom library audit in each of the six classrooms, and distributed a division-wide questionnaire. Findings suggest that even though teachers believe using Aboriginal children’s literature is important, it is not manifesting itself in the purchase and use of Aboriginal children’s literature in their classrooms. This study concludes by confirming the work of McPherson (2009) which suggests that teachers’ decision making processes are a reflection of their level of cultural responsiveness en_US
dc.subject Aboriginal en_US
dc.subject Children's literature en_US
dc.title Culturally responsive decision making: choosing and using Aboriginal children's literature in the classroom en_US
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Deer, Frank (Curriculum, Teaching and Learning) Fitznor, Laara (Educational Administration, Foundations and Psychology) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2016 en_US


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