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Culturally responsive teaching: an investigation of effective practices for african american learners.
Antonia L. Hill , Loyola University Chicago
Date of Award
Degree type.
Dissertation
Degree Name
Doctor of Education (EdD)
Diversity increasingly characterizes the population of the United States. As the number of African Americans, Latina/os, and Asian populations increase, there will be drastic implications for teaching and learning in classrooms where students of color dominate. The purpose of this mixed methodological study was to examine the characteristics, practices and frequency of use of fifty -two strategies employed by two teachers in a predominately African American urban public school to determine their impact on student learning and engagement. The fifty-two effective and culturally responsive strategies used in this study were created by Dr. Johnnie McKinley, Professor in Educational Psychology at the University of Washington in Seattle. Furthermore, this study sought to deepen the understandings about the educational challenges of African American students as well as offer insights to teachers and instructional leaders detailing how culturally responsive teaching can effectively impact the level of engagement and ultimately achievement of African American students.
This study used Activity Theory as its theoretical framework to understand how culturally responsive teaching strategies and the frequency of their use impact student engagement and motivation within the classroom. The components of the 52 strategies and practices as well as the preparation of culturally responsive teaching examined in this study, is not inclusive. However, of the 52 fifty-two strategies observed by the researcher and executed by the teachers, it was those strategies where the teachers collectively developed and established clear goals and standards through planning of the lessons/activities and day; selected and used culturally relevant curriculum and materials that recognized people, events, traditions and cultural aspects of the students in their classroom; connected students' learning to prior knowledge; and engaged students in real-life, project-based, meaningful, challenging and relevant curriculum that were most effective in the instruction of the African American students within this study.
Recommended Citation
Hill, Antonia L., "Culturally Responsive Teaching: An Investigation of Effective Practices for African American Learners" (2012). Dissertations . 353. https://ecommons.luc.edu/luc_diss/353
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Copyright © 2012 Antonia L. Hill
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Home > ACADEMIC-UNITS > College of Education > EDUCATION-DISSERTATIONS > 61
Doctor of Education Dissertations
Examining the effects of culturally responsive teaching practices of educators.
Lenore Thompson , Gardner-Webb University Follow
Date of Award
Document type.
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
William Stone
This dissertation was designed to examine how experiences, education, and professional development informed culturally responsive pedagogy and influenced teacher beliefs in their ability to guide students to success when employing culturally responsive teaching practices. The research school district was located in the piedmont region of North Carolina. It was determined after reviewing the district’s historical student achievement data there was a trend of underachievement by marginalized groups of students. Licensed educators completed the Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale in order to determine their level of preparedness to teach students from culturally diverse backgrounds and to determine their level of confidence in the positive outcomes associated with culturally responsive teaching (CRT). Student outcome data was used to determine if the adoption of the district’s professional development program positively impacted student achievement in third through eighth grade pilot classrooms. Teacher focus group data was used to identify what 12 teachers did differently in their instruction after participating in district–sponsored professional development. Findings included a CRSTE mean score of 74.58 and CRTOE mean score of 84.27. These scores indicated teachers did not feel confident in their abilities to work with students from culturally diverse backgrounds, however they did believe in the positive outcomes associated with CRT. The results of this study were inconclusive with regard to improved student achievement as measured on standardized benchmark assessments. Focus group data found several things that educator’s did differently after participation in a district-sponsored professional development program. This study contributes information, which could be useful to school and district leaders as they plan high quality professional opportunities for educators.
Recommended Citation
Thompson, Lenore, "Examining the Effects of Culturally Responsive Teaching Practices of Educators" (2020). Doctor of Education Dissertations . 61. https://digitalcommons.gardner-webb.edu/education-dissertations/61
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Home > STUDENT > THESES_DISSERTATIONS > 472
Theses and Dissertations
Culturally responsive pedagogy: a case study in georgia.
Glenda Johnson - Mapp , Columbus State University Follow
Date of Award
Summer 7-27-2022
Dissertation
Doctor of Education
Degree Type
Degree of Doctor of Education
Counseling, Foundations & Leadership
First Advisor
Dr. Dentzau
Second Advisor
Dr. McCarthy
Third Advisor
Dr. Salazar
This study explored the phenomenon of culturally responsive pedagogy to address the problem of limited data to inform best practices in facilitating high teacher self-efficacy with culturally responsive teaching practices. Using a qualitative exploratory case study design with an initial quantitative component, the perceptions of content-area middle school general education teachers regarding culturally responsive pedagogy in their classroom teaching practices were assessed and considered in respect to their reported perceptions of self-efficacy with culturally responsive teaching. The study’s quantitative component used the Teacher Self-Efficacy on Culturally Responsive Pedagogy Scale to assess the perceived self-efficacy with culturally responsive teaching of 150 content-area teachers from three southeastern Georgia middle schools. Scores were distributed across Quartiles 1, 2, 3, and 4 to facilitate the selection of eight teachers to participate in the case study component, consisting of a structured interview, card sorting, and artifact review. Data analysis for the qualitative component followed the interpretive thematic analysis procedure to review, summarize, and compare the case study findings to the existing literature to provide further insight into the relationships of effective implementation of culturally responsive practices, teacher perceived self-efficacy with culturally responsive practices, and administrative support for culturally responsive practices.
Recommended Citation
Johnson - Mapp, Glenda, "Culturally Responsive Pedagogy: A Case Study in Georgia" (2022). Theses and Dissertations . 472. https://csuepress.columbusstate.edu/theses_dissertations/472
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A Framework for Culturally Responsive Teaching
Motivation is inseparable from culture, locked in mid-century, changing consciousness about motivation, an intrinsic motivational framework, culturally responsive teaching, norms, procedures, and structures, a holistic approach.
- Establishing inclusion —creating a learning atmosphere in which students and teachers feel respected by and connected to one another.
- Developing attitude —creating a favorable disposition toward the learning experience through personal relevance and choice.
- Enhancing meaning —creating challenging, thoughtful learning experiences that include student perspectives and values.
- Engendering competence —creating an understanding that students are effective in learning something they value.
Figure 1. Four Conditions Necessary for Culturally Responsive Teaching
1. Establish Inclusion
Emphasize the human purpose of what is being learned and its relationship to the students' experience.
Share the ownership of knowing with all students.
Collaborate and cooperate. The class assumes a hopeful view of people and their capacity to change.
Treat all students equitably. Invite them to point out behaviors or practices that discriminate.
Procedures : Collaborative learning approaches; cooperative learning; writing groups; peer teaching; multi-dimensional sharing; focus groups; and reframing.
Structures : Ground rules, learning communities; and cooperative base groups.
2. Develop Positive Attitude
Relate teaching and learning activities to students' experience or previous knowledge.
Encourage students to make choices in content and assessment methods based on their experiences, values, needs, and strengths.
Procedures : Clear learning goals; problem solving goals; fair and clear criteria of evaluation; relevant learning models; learning contracts; approaches based on multiple intelligences theory, pedagogical flexibility based on style, and experiential learning.
Structure : Culturally responsive teacher/student/parent conferences.
3. Enhance Meaning
Provide challenging learning experiences involving higher order thinking and critical inquiry. Address relevant, real-world issues in an action-oriented manner.
Encourage discussion of relevant experiences. Incorporate student dialect into classroom dialogue.
Procedures : Critical questioning; guided reciprocal peer questioning; posing problems; decision making; investigation of definitions; historical investigations; experimental inquiry; invention; art; simulations; and case study methods.
Structures : Projects and the problem-posing model.
4. Engender Competence
Connect the assessment process to the students' world, frames of reference, and values.
Include multiple ways to represent knowledge and skills and allow for attainment of outcomes at different points in time.
Encourage self-assessment.
Procedures : Feedback; contextualized assessment; authentic assessment tasks; portfolios and process-folios; tests and testing formats critiqued for bias; and self-assessment.
Structures : Narrative evaluations; credit/no credit systems; and contracts for grades.
Based on Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching . San Francisco: Jossey-Bass.
After 15 minutes, the teacher asks students to note three observations about the concept of culture. The most prevalent response is that “we were surprised at how much we have in common.” Clark indicates that he sees this as well. He asks the class, “If we have such commonality, why do some groups of people in the United States have such difficulty becoming economically secure?” Note what happen as students struggle over whose perceptions are the most accurate. First student : Some have more difficulty because of discrimination, because people have prejudices against people whose skin is a different color from theirs. Second student : I don't think it's that simple. Look how many people of color are doing well. We've got generals, mayors, and corporation executives. There's a black middle class and they are economically secure. Third student : Yeah, that might be so, but it isn't as many people as you think. The newspapers just make a big deal about minorities succeeding.
- Which ethnic groups are most economically successful? Least successful?
- What proportion of each ethnic group is lower income, middle income, upper income?
- Are more people of color economically successful today than 20 years ago? 100 years ago?
- What is the relationship of educational opportunity to income status?
- Do middle- and upper-class African Americans and Latinos encounter more discrimination than do European Americans?
- Is there a difference in the quality of family and community support among middle- and upper-income African Americans, European Americans, and Latinos?
Banks, J. A. (1993). “Multicultural Education: Historical Development, Dimensions, and Practice.” In Review of Research in Education, Vol. 19 , edited by L. Darling-Hammond. Washington, D.C.: American Educational Research Association.
Csikszentmihalyi, M., and I. S. Csikszentmihalyi. (1988). Optimal Experience: Psychological Studies of Flow in Consciousness . New York: Cambridge University Press.
Cummins, J. (1986). “Empowering Minority Students: A Framework for Intervention.” Harvard Educational Review 56, 1: 18–36.
Deci, E. L., and R. M. Ryan. (1991). “A Motivational Approach to Self: Integration in Personality.” In Nebraska Symposium on Motivation: Vol. 38. Perspectives on Motivation , edited by R. Dienstbier. Lincoln: University of Nebraska Press.
Deci, E. L., and R. M. Ryan. (1985). Intrinsic Motivation and Self-Determination in Human Behavior . New York: Plenum.
Deci, E. L., R. J. Vallerand, L. C. Pelletier, and R. M. Ryan. (1991). “Motivation and Education: The Self-Determination Perspective.” Educational Psychologist 26, 3 and 4: 325–346.
Ogbu, J. U. (1995). “Understanding Cultural Diversity and Learning.” In Handbook of Research on Multicultural Education , edited by J. A. Banks and C. A. M. Banks. New York: Macmillan.
Olneck, M. R. (1995). “Immigrants and Education.” In Handbook of Research on Multicultural Education , edited by J. A. Banks and C. A. M. Banks. New York: Macmillan.
Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching . San Francisco: Jossey-Bass.
Raymond J. Wlodkowski has been a contributor to Educational Leadership.
Margery B. Ginsberg has been a contributor to Educational Leadership.
ASCD is a community dedicated to educators' professional growth and well-being.
Let us help you put your vision into action., from our issue.
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backgrounds (L. Johnson, 2014). There is a direct link between culturally responsive teaching practices and educational leadership (Santamaria, 2014). Principals and administrators create the culture and climate (Drago-Severson, 2012) that is necessary for the open teaching practices that support culturally responsive teaching practices.
The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled AN EXPLORATORY STUDY OF CULTURALLY RESPONSIVE TEACHING PRACTICES
similarities amongst cultural groups and races and embed students' diverse cultural backgrounds as strengths in daily instructional practices. Keywords: Culturally responsive teaching, cultural mismatch, professional development Dissertation advisors: Dr. Linda M. Campbell and co-advisor Dr. Karen Karp
This study used Activity Theory as its theoretical framework to understand how culturally responsive teaching strategies and the frequency of their use impact student engagement and motivation within the classroom. The components of the 52 strategies and practices as well as the preparation of culturally responsive teaching examined in this ...
The journey to a finished dissertation is one that I had not truly understood in complexity nor in the amount of academic support needed to reach my defense. Particularly, I must thank ... Keywords: culturally responsive teaching, professional development, effective professional development, constructivism, constructivist professional ...
STUDENTS' AND TEACHERS' PERCEPTIONS OF CULTURALLY RESPONSIVE TEACHING: A CASE STUDY OF AN URBAN MIDDLE SCHOOL Ellen Mary Curtin, B.Ed., M.Ed. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS December 2002 APPROVED: Ronald W. Wilhelm, Major Professor Carrie Y. Barron Ausbrooks, Minor Professor
Hunter, Fred A., "Culturally Responsive Teaching and Learning For Success" (2020). Dissertations. 521. https://digitalcommons.nl.edu/diss/521 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU.
CULTURALLY RESPONSIVE TEACHING PRACTICES IN HIGHER EDUCATION ONLINE ENVIRONMENTS Kimberly Vincent-Layton ... quit, I would regret it. This study is much more than my dissertation research, it is a culmination of so many things that has led me here, from the time I was a very small child, curious about
This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Masthead Logo Link
Linguistically and Culturally Responsive Teaching iv Dedication This dissertation is dedicated to young people who experience differences in their everyday interactions with the world. May our education give them the strength to believe their differences are their superpowers and open their minds, hearts, and souls to make this world better for ...
Dissertations and Theses Dissertations and Theses Winter 4-9-2018 The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study Rosalyn Taylor Portland State University
TEACHERS' EXPERIENCES: CULTURALLY RESPONSIVE PEDAGOGY, STUDENT ENGAGEMENT, AND GROWTH ACHIEVEMENT Suzanne R. Brooks The goal in this qualitative phenomenological study was to discover the experiences of middle school teachers as they pertain to culturally responsive pedagogy, student engagement, and student growth.
This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been ... study examined teacher candidates' culturally responsive teaching self-efficacy (CRTSE) beliefs, their relationships with demographic and other variables, and candidates' ...
Kim, Kisong, "CULTURALLY RESPONSIVE TEACHING: AN INVESTIGATION OF EFFECTIVE PRACTICES FOR KOREAN ENGLISH LANGUAGE LEARNERS" (2020). Theses and Dissertations. 94. With Every Student Succeeds Act (ESSA) of 2015, the policymakers continued to emphasize both excellence and equity for the students with high learning standards for their pathways to ...
component of multicultural education is culturally responsive teaching. "Culturally responsive teaching is defined as using the cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them" (Gay, 2000, p. 29).
perspectives related to culturally responsive pedagogy and possible strategies for employing the framework in the K -12 setting. Culturally Responsive Pedagogy . Culture is central to how all learning takes place (Gay, 2010). Culturally responsive pedagogy is a student-centered approach to teaching that includes cultural
This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for ... "Culturally Responsive Teaching (CRT)" in her 2002 article. Similar to Ladson-Billings (1995) in concept, the title replaced "relevant" with "responsive" and "pedagogy" with "teaching". Gay
Theses and Dissertations 2023 ARE TEACHERS PREPARED TO EMPLOY CULTURALLY RESPONSIVE TEACHING EFFECTIVELY WITH ENGLISH ... (1982) suggest that culturally responsive teaching is a beginning step for bridging the gap between home and school. CRT integrates the cultural knowledge, prior experience, frames of reference, and performance styles of ...
This dissertation was designed to examine how experiences, education, and professional development informed culturally responsive pedagogy and influenced teacher beliefs in their ability to guide students to success when employing culturally responsive teaching practices. The research school district was located in the piedmont region of North Carolina. It was determined after reviewing the ...
and serve as thesis and dissertation advisors for students of color, LGBTQ students, religious minority students, and international students. ... 2007). Culturally responsive teaching necessitates that instructors develop additional competence in instruction and assessment (Banks, 2008; Gay, 2010; Ladson- Billings, 2008). Drivers of culturally ...
Johnson - Mapp, Glenda, "Culturally Responsive Pedagogy: A Case Study in Georgia" (2022). Theses and Dissertations. 472. This study explored the phenomenon of culturally responsive pedagogy to address the problem of limited data to inform best practices in facilitating high teacher self-efficacy with culturally responsive teaching practices.
• Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press. Geneva Gay is the founder of culturally responsive teaching. Her book summarizes her work and thinking for all who wants to be more culturally responsive. • 12.Muñiz, J. (2020). Culturally responsive teaching: a reflection guide. New ...
FIU Electronic Theses and Dissertations University Graduate School 10-26-2016 Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I Lorena R. Munoz Florida International University, [email protected] DOI: 10.25148/etd.FIDC001188
Scholars suggest that culturally responsive instructional supervision (CRIS) is an important component of equitable teaching practices in schools. This fictional case study details the experiences of a fifth-grade team who, along with their principal and their instructional coach, perform a discourse analysis of their own mathematics lessons to ...
For culturally different students, engagement in learning is most likely to occur when they are intrinsically motivated to learn. This motivational framework provides a holistic and culturally responsive way to create, plan, and refine teaching activities, lessons, and assessment practices. Banks, J. A. (1993).