Before Culturally Responsive Teaching…Do They Even Know Culture: Exploration of Virtual Middle School Teacher Perception of ADHD and Culture
Abstract
The purpose of the study was to understand the virtual teacher’s knowledge and perception of Attention-Deficit Hyperactivity Disorder (ADHD) in their middle school students with regard to cultural difference and gender difference. ADHD is the most common behavioral disorder in students aged 3-17, with almost 10% of students in the United States having a diagnosis of ADHD (National Survey of Children’s Health, NSCH, 2016). This case study was performed with a constructivist design. The participant interviews and surveys were coded for patterns and themes using Delve. The findings revealed participant's knowledge and perception about ADHD as a behavioral disorder, the understanding of the behavior disorder as it relates to gendered differences and participants’ perceptions of race and ADHD in the classroom setting.
Subject
Culturally responsive teachingmiddle school
attention-deficit hyperactivity disorder
virtual teaching
special education
general education
professional development
teacher preparation program
Citation
Woodley, Kara Kristine (2023). Before Culturally Responsive Teaching…Do They Even Know Culture: Exploration of Virtual Middle School Teacher Perception of ADHD and Culture. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /199785.