Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Terrance McAdoo
Abstract
Abstract The purpose of this paper is to describe a qualitative, reflective action research study that examined if learning and reflecting on culturally responsive pedagogy (CRP) affected Irish post-primary teachers’ perceptions of immigrant students, metacognition of biases, teaching practices, and inclusivity of these marginalized students. Qualitative data consisted of administering an online survey to post-primary teachers across Ireland, chosen by convenience sampling. In addition, I conducted an in-depth reflective survey before, during, and after providing CRP literature to four select participants, selected by purposive and snowball sampling. Data was analyzed by coding and observing emerging patterns to identify overarching themes between the initial and follow-up surveys. The qualitative data initially showed correlations between teacher perceptions and teaching practices, as well as the inclusivity of immigrant students. The subsequent introduction to CRP and its principles and practices to the four teachers positively impacted how Irish post-primary teachers perceive immigrant students, teacher metacognition of implicit biases, and inclusive teaching practices in the classroom. The results of this study and its findings are detailed, and indications for future action and research are provided.
Rights
© 2025, Dorothy Widener Alton
Recommended Citation
Alton, D. W.(2025). Irish Teachers’ Perceptions of Immigrant Students: Exploring How Culturally Responsive Pedagogy Affects Biases, Metacognition, and Inclusive Teaching Practices. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8425