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This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms. [ABSTRACT FROM AUTHOR]

This study explored perceptions of Latino paraprofessionals 10 years after completion of a program that provided financial, academic, and social support to help them complete their bachelor's degrees and teaching credentials. Findings indicated that they valued education for themselves and their children; they believed they were important role models for Latino children and families; they were proactive in mentoring Latino paraprofessionals to become credentialed teachers; and they viewed the program as critical in enabling them to become educators and leaders in their communities. Este estudio explora percepciones de para-profesionales Latinos diez años después de completar un programa que proveyó apoyo financiero, académico, y social para ayudarlos a completar sus carreras universitarias y obtener sus credenciales de maestros. Hallazgos indicaron que ellos valoraron la educación propia y en sus niños; ellos creían que eran modelos importantes para los niños Latinos y sus familias; ellos fueron pro-activos en su tutelaje de para-profesionales en su proceso para obtener sus credenciales de maestros, y ellos vieron el programa como crítico para habilitarlos a convertirse en educadores y líderes en sus comunidades. [ABSTRACT FROM AUTHOR]

This project investigated the impacts of family religious involvement and family religious affiliations on parenting practices and academic performance. This study utilized data from the base- year and first follow-up of the Education Longitudinal Study: 2002/2004 (ELS). A series of statistical techniques were incorporated to examine the nature of the overall associations. The results revealed that parents' religious involvement with their children is related to their parenting practices and their children's academic performance, but this link is mediated by the parents' religious affiliation. Significant associations among religious involvement, parenting practices for family socialization and academic performance suggest that a higher level of family religious participation indicates a level of social impact on education that leads to better academic performance. Implications for researchers and parents were discussed. [ABSTRACT FROM AUTHOR]