Nelson, Cleofus (2021) Navajo teacher experiences of effective teaching practices in Navajo Reservation public schools in Arizona. Doctoral thesis, Northern Arizona University.
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Abstract
The purpose of this study was to explore the experiences of successful teaching practices of effective Navajo teachers who are employed in a public school district that is serving a high enrollment of Navajo students situated in a Navajo community. Using a phenomenological design to capture the teaching experiences of teachers was the methodology. Participants in this study included 10 Navajo teachers who work in two public school districts on the Navajo Nation in the state of Arizona. The teachers from both districts teach various grade levels from kindergarten to 12th grade. Qualifying participants self-identify as a member of the Navajo Nation, have three years or more of teaching experience, and are evaluated as effective by the district’s teacher evaluation system. In a Zoom interview, teachers answered 10 researcher-generated questions to answer the two research questions. The interviews were transcribed and analyzed for themes, and then finally evaluated to attain the essence of effective teaching practices. Research question one (What professional experiences do effective Navajo teachers identify as contributing factors to successful teaching practices for Navajo students?) was developed to extract information about professional factors that contribute to teacher effectiveness in teaching Navajo students. Navajo teachers in the study mentioned these recurring themes when speaking about their professional experiences: building relationships and making connections with students, Navajo students learn better when lessons are hands-on and visual, teachers build confidence in themselves when they have other fellow teachers and staff members they learn from, and learning about the Navajo culture. Research question two (What other non-professional experiences, such as personal culture, upbringing, and family norms, do effective Navajo teachers identify as contributing factors to successful teaching practices for Navajo students?) provided an overarching theme of K’é, kinship. This is because many non-professional experiences shared reflected how teachers’ families taught them various skills when growing up. Teachers instill those teachings in their students to do well in school and in life. The personal beliefs about themselves include having high expectations, perseverance, working hard, self-determination, empathy, and relationships.
Item Type: | Thesis (Doctoral) |
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Publisher’s Statement: | © Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author. |
Keywords: | Navajo teachers; Navajo Indian Reservation; Teacher effectiveness; Navajo students |
Subjects: | L Education > LB Theory and practice of education |
NAU Depositing Author Academic Status: | Student |
Department/Unit: | Graduate College > Theses and Dissertations College of Education > Educational Leadership |
Date Deposited: | 03 Feb 2022 19:23 |
Last Modified: | 03 Feb 2022 19:23 |
URI: | https://openknowledge.nau.edu/id/eprint/5647 |
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