Method and Design
Determining the most appropriate research method and design is very important in every research. This qualitative study uses a descriptive action research method and plans to permit the gathering of credible information regarding both the students and their teachers. While employing the action research method, the researcher will be able to interact with the learners and the educators to observe not only the challenges but also understand the most vulnerable students. Notably, a culturally diverse learning environment involves students from different backgrounds. Therefore, the action research method will prompt the researcher to gather information from different neighborhoods.
To establish the desired results, the researcher will use an acceptable qualitative research sample size of 20, consisting of different genders and cultures (Mogari, 2017). Firstly, the researcher divides the students into three groups of five students and provide their views on their learning progress. Most importantly, this research will focus on the students’ view of the classroom organization and their experience with their teacher. Secondly, the researcher will proceed to take the views of the first three new teachers in the K-4 grade. Different teachers will have to differ opinions.
In light of this, the teachers will respond to the research questions, including questions such as: How well-prepared are new teachers to manage their classrooms effectively? (Brown & Crippen, 2016). What classroom-management practices do the new teachers implement in a CRT environment? What is the new teachers’ understanding of culturally responsive teaching? How well-prepared are the new teachers to adopt the CRT pedagogy? What is the new teachers’ knowledge of classroom assessment, and how adequately prepared are they to ensure quality student-learning-evaluation in a CRT environment?
Besides, the research will examine existing literature involving culturally responsive teaching. Finally, the researcher will compare data collected using different techniques, including interviews, observations, and the literature review (Privitera & Ahlgrim-Delzell, 2018). Because the researcher will directly interact with both the learners and the teacher, it will be easier to compare the findings from all areas and determine the integrity of the responses. The action research method will involve acquiring direct answers from the involved parties. As such, the method is very appropriate because it permits the researcher to not only prepare the interviewees by letting them understand the nature of the research but also interrogate the integrity of the responses they provide. This kind of research method will build the desired level of trust between the researcher and the participants. Therefore, the descriptive action research method will be the most appropriate for this research.
Notably, the findings from this study will develop a platform for improving educational experience and classroom organization procedures for culturally responsive teaching among new educators. Besides, the research design will help to meet the study objectives and purpose. As earlier determined, the purpose of the study is to inspect the significance of culturally responsive education and how the experiences by new educators impact education in a culturally diverse setting (Thoring, Desmet & Badke-Schaub, 2018). As demonstrated above, this research will give an account of how the students in a culturally diverse setting interact and perceive education. Also, this study method will show how well-prepared new teachers are in terms of practicing culturally responsive teaching. To gather sufficient data, this research will use a sample size of 20 participants. Five of the participants will be teachers, while fifteen will be students.
References
Brown, J. C., & Crippen, K. J. (2016). Designing for culturally responsive science education through professional development. International Journal of Science Education, 38(3), 470-492.
Privitera, G. J., & Ahlgrim-Delzell, L. (2018). Research methods for education. SAGE Publications.
Thoring, K., Desmet, P., & Badke-Schaub, P. (2018). Creative environments for design education and practice: A typology of creative spaces. Design Studies, 56, 54-83.