Elementary Teachers' Knowledge of Implementing Culturally Responsive Pedagogy for Culturally Diverse Students

Access to an equitable education is a federal mandate to ensure that all students can access curriculum and instruction that is relevant and purposeful. In a local urban school district located in the Mid-Atlantic region of the United States, elementary school teachers are charged with being cultura...

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Bibliographic Details
Main Author Matteis, Michelle D
Format Dissertation
LanguageEnglish
Published ProQuest LLC 2022
ProQuest Dissertations & Theses
Subjects
Academic Achievement
Access to Education
Achievement Gap
Case Studies
Classroom Techniques
Cultural Differences
Culturally Relevant Education
Curriculum development
Educational Change
Educational Environment
Educational Strategies
Elementary education
Elementary School Students
Elementary School Teachers
Equal Education
Faculty Development
Grade 6
Instructional Leadership
Language Arts
Learning Processes
Literature Reviews
Multicultural Education
School Districts
Social Change
Standardized Tests
Strategic Planning
Student Diversity
Teacher Attitudes
Teacher Characteristics
Teacher Student Relationship
Teaching Methods
Urban Schools
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Summary:Access to an equitable education is a federal mandate to ensure that all students can access curriculum and instruction that is relevant and purposeful. In a local urban school district located in the Mid-Atlantic region of the United States, elementary school teachers are charged with being culturally responsive, but there is little understanding of what teachers know about using culturally responsive teaching (CRT) to improve diverse students' performance on standardized assessments. The purpose of this qualitative case study is to explore what teachers know about implementing CRT practices to ensure that diverse students have access to equitable curriculum and instruction. CRT presents the notion of engaging all students of diverse backgrounds by linking academic content to students' culture through curriculum, instruction, and assessment as a means of increasing achievement. Gay's conceptual framework of CRT guided this study and is the foundation for the research question. The research question focused on teachers' perceptions of implementing culturally responsive teaching strategies in Grades K-5 at three local school sites. Data were collected from a purposeful sample study of nine elementary school teachers in Grades K-5 through semistructured interviews and classroom observations. Data were analyzed using an inductive search of themes and patterns through coding. Five themes emerged: classroom relationships, instructional practices, discourse, critical consciousness, and family collaboration. Results indicated that teachers had some knowledge of culturally responsive teaching theory, but practices were inconsistently implemented in classrooms. The results of the study may affect social change by providing instructional leaders a foundation to prepare professional development for teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:9798438721765