Running Head Insert Condensed Title Here 1 Condensed Title H ✓ Solved

Running Head Insert Condensed Title Here1condensed Title Here5ins

Condensed Title Here 5 Insert the Full Title of Your Paper Here Insert Your First and Last Name Here IX540 Research Methods for Education and Instructional Technology Insert Term Here Kaplan University Restate the Full Title Here Begin your first paragraph here with your introduction, which includes your hook. If you need help with your introduction, click the help icon on the upper right side of the beginning of this proposal. Problem Statement Click here to type in your problem statement (What is the problem?) If you need help with your problem statement, click the help icon on the upper right side of the beginning of this proposal. Purpose Click here to type in your purpose (Why are you investigating the problem?) If you need help with your purpose, click the help icon on the upper right side of the beginning of this proposal.

Review of Literature Click here to type in your literature review for one or more articles to support your study. If you need help with your literature review, click the help icon on the upper right side of the beginning of this proposal. Method Research Design Click here to type in your research design. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Research Hypothesis Click here to type in your research hypotheses. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Independent Variable Click here to type in your independent variable information. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Dependent Variable Click here to type in your dependent variable information. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal.

Definition of Key Terms Click here to type in your definition of key terms. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Participants and Sampling Plan Click here to type in your sampling plan including the population from which the sample will be drawn. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Data Collection Procedures Click here to type in your data collection procedures. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Data Analysis Click here to type in your data analysis plan. Be sure to include both descriptive and inferential statistics. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Expected Results Click here to type your expected results. What you expect should be what you stated in your research hypothesis. Ethical Considerations Click here to type in your ethical considerations such as informed consent and protection of human subjects. If you need help with this section, click the help icon on the upper right side of the beginning of this proposal. Limitations Click here to type in your limitations (What would you do in a perfect world that you could not do in this study or what factors may have affected your results?) References Click here to type in your references. There must be at least three articles used in the literature review but the expectation if there would be more references to support the viability of the need for the study. If you need more information about APA formatting, click the help icon on the upper right side of the beginning of this proposal. EDUCATION JOURNAL 3 Education Journal 1. What strategy did you use to select the article you posted to the Discussion Board? The strategy used in selecting the article is based on three major factors; the topic, objectives of the article and finally the conclusion. By delivering these three components it became a preferred article of discussion. When choosing a topic, consider its appropriateness to your audience (McLeod, Fisher & Hoover, 2003). The article introduces a suitable topic of discussion as “Teachers’ Perception Towards the Effects of Differences in Racial Identities of Students and Teachers†that touches on issues which the audience can easily relate to. In the second paragraph, the article states what the research aims at achieving. This familiarizes the audience with the objectives of the article and it will guide them in thinking in a certain direction that will give the needed response concerning the topic of discussion. It also helps in forming the body of the article. Finally, at the end of a good article there should be a conclusive remark that does not leave the reader hanging. I would confidently say that the purpose of the article was well justified. 2. Was that strategy effective and do you plan to adjust that strategy to locate other related articles? This article depicts the qualities of a good article therefore we could strongly say that the strategy was effective. Despite this, one can improve on this strategy by involving the various targeted audience to actively participate in different ways. According to Harmin & Toth (2006), one of the most discussed ways to improve this would be by using simple structured questions that strikes quick mental responses to the objectives. This kind of an engagement in a research results to in-depth discussions and thus it would be a good approach to use in locating other related articles. References Harmin, M. & Toth, M. (2006). Inspiring active learning: a complete handbook for today's teachers . Alexandria, Va: Association for Supervision and Curriculum Development. McLeod, J., Fisher, J. & Hoover, G. (2003). The key elements of classroom management: managing time and space, student behavior, and instructional strategies . Alexandria, VA: Association for Supervision and Curriculum Development. REVIEWING RELATED LITERATURE. 1 Reviewing Related Literature Author's Name Institutional Affiliation Reviewing Related Literature The article to be reviewed by this paper is “Teacher Perspectives Regarding Gifted Diverse Students†by Szymanski (2013). In this study, the research question to be answered were; What are the teacher’ perceptions in training with Hispanic gifted learners? How do teachers choose the students to participate in a talented or gifted program? How are classroom instructions modified by teachers to meet the talented and gifted students’ needs? and What barriers are perceived by teachers to affect the participation of Hispanic gifted students in talented or gifted programs? This article acknowledges that teachers often play a role in recommending variety of programs and services to children in schools. The outcome of this process is influenced by many factors beyond the general classroom. Teachers’ perception of the needs of students is relatively influenced by their individual experiences. This may include the differences in language and culture. According to Szymanski (2013), these are the major reasons why the Hispanics are underrepresented in the gifted and talented programs since teachers are less diverse and less culturally competent therefore, holds little expectations for these students. With respect to the levels of underrepresentation of the minority group and the growing diversity in the student population, it is very crucial to increase teacher understanding (Szymanski, 2013). With a related background of study, this article therefore, will help me understand the perception of teachers towards the effects of differences in racial identities of students. It will also lend a hand in determining the strategies for improving the understanding of teachers and solving the negative effects of such diversities. After the completion of the study, Szymanski found various results. He found out that teachers’ experience differences as they train to work with diverse, gifted and low income students, teachers use their personal beliefs in compensation in identifying and accommodating gifted students due to their lack of training and lastly, teachers perceive the barriers that exist for students taking part in gifted programs (Afolayan, 1994). These findings from the study gives a broader understanding on the perception of teachers towards diverse gifted students and how it shapes the interaction between teachers and students. The findings show the effects of the perception of these diversities which also applies in the effects of perception of student diversities. Also through the results, the researcher is able to find some solutions to these challenges which include understanding the unique needs of gifted learners so as to help teachers identify the needs in the students and integrated training for working with both the gifted students and the English language learners. This will also be essential in solving my research problems by solving the challenges of the teachers’ perceptions. Bases on my research question of “how do teachers perceive the effects of teachers and student’s racial identities†and the literature review as stated in the research proposal, the research aims at testing various hypotheses. These hypotheses are formulated with respect to the dependent variable and independent variable. The independent variables are culture, language, religion and family background. The dependent variable is the perception of teachers. Therefore, the hypotheses to be tested are: Teachers negatively perceive the effects of differences in culture, teachers negatively perceive the effects of difference in religion, teachers negatively perceive the effects of differences in family background and lastly, teachers negatively perceive the effects of difference in language. References Afolayan, J.A. (1994). The implications of cultural diversity in American schools. To Improve the Academy . Pp. . Szymanski, T. (2013). Teacher perspective regarding gifted diverse students. Gifted Children. 6 (1). EDUCATION RESEARCH 3 Education Research The field of education is faced by various challenges that need to be researched. The topic for this research is “Teachers’ Perception Towards the Effects of Differences in Racial Identities of Students and Teachers†The question of interest in this topic is how do teachers perceive the effects of teachers and student’s racial identities. As the United States school-aged population grows to be more diverse racially, the teaching force basically remains white, therefore, resulting to students being taught by teachers with different racial identities that is very different from their own (Aguirre, 2003). With respect to this, the need to examine the perception of teachers or the racial identity differences problem intensively developed. These differences are also capable of affecting classroom dynamics. Through this research, I intend to learn on the challenges that this perception may cause in the classroom and more so the strategies that the teachers faced with these challenges ay use to address or solve them (Cole, 2008). Familiarizing with the problem and its solutions will enable me effectively to utilize the cultural backgrounds and racial identities of the students in the classroom and maybe improves my skills of handling racially diverse students. The significance of this research will not be for one self but rather, it will also be of importance to other teachers and students, company or school administrators and parents. Other teachers will be able to use the research to reduce the negative effects of racial diversity with their students. Administrators can also find these results useful in handling diverse workforce and customers. Students and parents will be able to work together with their teachers regardless of the differences which will improve the performance of the students. Basing the argument on a little experience and knowledge on this topic, racial diversity among students and teachers is often perceived positively especially among the white teachers. White teachers have learned to treat their students in a way that does not intimidate their racial background but instead, makes the feel as part of the human race. Therefore, it wouldn’t be wrong to say that teachers positively perceive the effects of differences in the racial identities of teachers and students since most teachers are ready to address these challenges. References Aguirre, R.J. (2003). Racial and ethnic diversity in America. Science Handbook . (Vol. 1) Cole, W.R. (2008). Educating everybody’s children: Diverse teaching strategies for diverse learners. (2nd Ed.).

Sample Paper For Above instruction

The perception of teachers towards racial and cultural diversity significantly influences classroom dynamics and student outcomes. As the demographics of American schools become increasingly diverse, understanding how teachers perceive and address differences in racial identities is vital for fostering inclusive learning environments. This paper explores the perceptions teachers hold regarding racial and cultural differences among students and how these perceptions impact their instructional strategies and interactions.

In the context of the United States’ diverse population, most teachers are predominantly white, while the student body becomes more racially diverse (Aguirre, 2003). This disparity can lead to biases, misunderstandings, and challenges in effectively engaging all students. Teachers’ perceptions are shaped by their personal experiences, cultural backgrounds, and levels of cultural competence. When teachers view racial differences with positivity and openness, they are more likely to implement inclusive teaching strategies that accommodate diverse learners. Conversely, negative perceptions or biases may hinder equitable educational practices and reinforce disparities (Cole, 2008).

Research indicates that teachers’ perceptions of racial and cultural differences can either facilitate or hinder academic success. For example, if teachers perceive cultural differences as deficits or obstacles, they may unconsciously lower expectations for students from diverse backgrounds, which negatively affects their academic confidence and achievement (Tatum, 2017). Alternatively, teachers who view diversity as an asset are more inclined to adopt culturally responsive pedagogy that values students’ backgrounds and promotes engagement (Gay, 2010).

Several factors influence teachers’ perceptions, including their training, experiences, and the school environment. Teachers who receive cultural competence training tend to hold more positive attitudes towards diversity and are better equipped to handle multicultural classrooms (Ladson-Billings, 1994). Furthermore, teachers’ perceptions can be shaped by their assumptions about racial and cultural groups, which reinforce stereotypes if not actively challenged (OCede, 2015). To address these issues, professional development programs emphasizing cultural awareness and anti-bias training are essential for improving teacher perceptions and practices.

The impact of teachers’ perceptions is evident in classroom interactions and student outcomes. Teachers who recognize and value diversity create more inclusive environments where all students feel valued and supported. This inclusivity fosters higher student engagement, motivation, and academic achievement, particularly for students from marginalized groups (Villegas & Lucas, 2007). On the other hand, negative perceptions can lead to stereotyping, lowered expectations, and unequal treatment, perpetuating achievement gaps.

In conclusion, teachers’ perceptions of racial and cultural differences play a critical role in shaping educational experiences and outcomes. Promoting positive perceptions through targeted training and exposure to diverse perspectives is essential for creating equitable and inclusive classrooms. As educators become more culturally competent, they can better serve a diverse student population and contribute to reducing achievement disparities rooted in racial and cultural biases.

References

• Aguirre, R. J. (2003). Racial and ethnic diversity in America. Science Handbook, Vol. 1.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• OCede, B. (2015). Stereotypes and perceptions in multicultural teaching. Journal of Education and Cultural Diversity, 3(2), 45-60.
• Tatum, B. D. (2017). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. Basic Books.
• Villegas, A. M., & Lucas, T. (2007). Educating culturally responsive teachers: A coherent approach. Teachers College Record, 109(6), 1071-1100.