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035 a| (OCoLC)1381680592;

043 a| f-et---;

090 a| LC1099.5.E846;

049 a| EREE;

100 1 a| Molloy, Kacey L.,e| author.?| UNAUTHORIZED;

245 10 a| Honoring cultural diversity in an international school :b| how culturally responsive practices support teacher collaboration /c| by Kacey L. Molloy.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (239 pages) :b| color illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 6.075 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed June 17, 2024).;

520 3 a| The purpose of the participatory action research project was to use culturally responsive practices to develop and sustain relational trust, recognize and honor the assets of the school community, and cultivate a more equitable, collaborative experience for all constituents in an international school. Traditional international schools cater to culturally diverse students and families and often hire local and expatriate staff. Many international schools encourage collaboration, but the expatriate staff and their norms often dominate collaborative work. International schools are ripe for honoring the assets of their diverse local communities, but too often, these assets are either unknown or unnoticed. Engaging in participatory action research with the leaders, teachers, and instructional assistants in grades PreK-5 in an international school in Ethiopia, I explored processes that fostered personal connections across educator constituent groups to examine how to build relational trust and cultivate more equitable collaboration. As a result, I uncovered cultural dissonance as a significant barrier to our collaborative work and identified humanizing actions that diminished these cultural dissonance barriers. The study is significant because the findings inform our understanding of actions that support more equitable working environments in culturally heterogeneous schools and suggest that these processes might create more equity in diverse international schools.;

504 a| Includes bibliographical references.;

650 0 a| Culturally relevant pedagogyz| Ethiopia.=| ^A1260771;

650 0 a| Teachersx| Professional relationshipsz| Ethiopia.=| ^A1019558;

650 0 a| International schoolsz| Ethiopia.=| ^A1000422;

650 0 a| Cultural pluralismz| Ethiopia.=| ^A2132;

650 0 a| Effective teachingz| Ethiopia.=| ^A402886;

650 0 a| School childrenz| Ethiopia.=| ^A92709;

653 a| teacher collaboration;

653 a| relational trust;

653 a| cultural dissonance;

653 a| humanist leadership;

653 a| lifeworld;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/12805;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6143701;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143701-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2023x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6143701-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2023x| ETDz| HERESOURCE;

Honoring cultural diversity in an international school : how culturally responsive practices support teacher collaboration / by Kacey L. Molloy.

Author/creator	Molloy, Kacey L. author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (239 pages) : color illustrations
Supplemental Content	Access via ScholarShip
Subjects	Culturally relevant pedagogy--Ethiopia. Teachers--Professional relationships. --Ethiopia. International schools--Ethiopia. Cultural pluralism--Ethiopia. Effective teaching--Ethiopia. School children--Ethiopia.

Summary	The purpose of the participatory action research project was to use culturally responsive practices to develop and sustain relational trust, recognize and honor the assets of the school community, and cultivate a more equitable, collaborative experience for all constituents in an international school. Traditional international schools cater to culturally diverse students and families and often hire local and expatriate staff. Many international schools encourage collaboration, but the expatriate staff and their norms often dominate collaborative work. International schools are ripe for honoring the assets of their diverse local communities, but too often, these assets are either unknown or unnoticed. Engaging in participatory action research with the leaders, teachers, and instructional assistants in grades PreK-5 in an international school in Ethiopia, I explored processes that fostered personal connections across educator constituent groups to examine how to build relational trust and cultivate more equitable collaboration. As a result, I uncovered cultural dissonance as a significant barrier to our collaborative work and identified humanizing actions that diminished these cultural dissonance barriers. The study is significant because the findings inform our understanding of actions that support more equitable working environments in culturally heterogeneous schools and suggest that these processes might create more equity in diverse international schools.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed June 17, 2024).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Honoring cultural diversity in an international school : how culturally responsive practices support teacher collaboration / by Kacey L. Molloy.

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