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Tesis sobre el tema "Culturally responsive school model"

Autor: Grafiati

Publicado: 10 de diciembre de 2024

Última modificación: 31 de julio de 2025

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1

Feola, Frank J. "Culturally Responsive Professional Development through Conceptual Change: A Case Study of Substitute Teachers in Urban School Districts." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1247838651.

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Thesis (Ph.D.)--Cleveland State University, 2009.<br>Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.

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Mohd, Nazir Fazlin. "Fostering engagement: Building connections with Culturally and Linguistically Diverse (CaLD) families in the early years of school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2853.

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Family-school partnerships are pivotal in children’s education, especially in early years of school. In Western Australia. The early years of school encompasses three-and-a-half-year-old children in Kindergarten, a non-compulsory year of school that has been administrated and on schools’ sites for the last 40 years. Despite substantial representation in Western Australian (WA) schools, culturally and linguistically diverse (CaLD) families' perspectives on school connections and how schools form partnerships and engage them in their child’s learning remains understudied. The critical relationsh

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3

McLaughlin, Sarah L. "Enhancing Culturally Responsive Practice in a District: Engaging Families through Culturally Responsive Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108810.

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Thesis advisor: Martin Scanlan<br>As the populations of public schools in the United States grow increasingly more diverse, it is critical for district and school leaders to understand how educators make sense of their responsibility to improve outcomes for historically marginalized students. Culturally responsive practice (CRP) is a framework of beliefs and practices to enhance these students’ success. Additionally, it is well established that family engagement in schools also supports student achievement. This qualitative case study explores the intersection of CRP and family engagement by f

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Rogers, Tina C. "Enhancing Culturally Responsive Practice in a District: A District's Support of Principals' Culturally Responsive Leadership Practice." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108776.

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Thesis advisor: Martin Scanlan<br>This qualitative single-site case study examined how district administrators in one racially, culturally, and linguistically diverse Massachusetts school district supported and strengthened principals’ culturally responsive leadership practice. Building coherent culture and structures that provide space to critically self-reflect and collaboratively learn are essential. Data collection included interviews with district administrators and principals, observations of leadership meetings, document review, and a survey. Findings revealed district administrators es

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Vergara, Victor H. "Culturally Responsive School Leadership For Latino/a Students Success." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3770.

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Historically, education in the United States has been tailored to fulfill the needs of White students. As the Latina/o population increases in the United States, we must prepare teachers and school administrators to provide opportunities for an equal education for minority students of all races, cultural backgrounds, or ethnicities. School leadership plays an important role in the effectiveness of educational access for minority students. Leaders must review and modify their practices to ensure that minority students have the opportunity to be productive citizens in our society. The purpose of

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6

Byrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.

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Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building concep

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Vaughn, Timothy Wayne Jr. "CULTURALLY RESPONSIVE LEADERSHIP: REIMAGINING THE 21ST CENTURY URBAN PRINCIPAL." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1479904824392231.

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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9

Mamat, Nordin. "Culturally responsive pre-school education : multicultural Malaysia on a small scale." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=16825.

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Malaysian Government policy aims to meet the challenge of a culturally integrated society by 2020. As part of its approach it has established the PERPADUAN (National Unity) Pre-school. The primary aim of this study is to understand whether Malaysian pre-school education is culturally responsive to and inclusive for all cultures present in the setting by investigating positive and constructive parent-child relationships across three cultures. It is important to understand the social and cultural capital of parents and PERPADUAN pre-school‘s ethos effects on children‘s behaviour. The design and

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10

Roybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.

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<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teac

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11

Thompson, Lucinda R. "Teachers' perceptions toward culturally responsive teaching of African American high school students." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708714.

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<p> The purpose of this qualitative, exploratory case study was to explore teachers’ perceptions toward culturally responsive teaching (CRT) of African American high school students in reading and language arts classrooms. Reading scores have increased for both African American and Caucasian students, but on average, African American students do not perform as well on reading tests as their Caucasian peers. Fifteen reading and language arts teachers from one high school in Florida were interviewed using a semistructured, open-ended interview format. Analysis of the data led to answers to

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12

Franklin, Elizabeth Maria. "Stakeholders' Perceptions and Practice of Culturally Responsive Pedagogy in a Private School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181201.

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<p> Many culturally responsive theorists support culturally responsive pedagogy for closing the achievement gap in the rapidly changing demographics of America’s education system. The purpose of this case study was to examine stakeholders’ perceptions and practice of culturally responsive pedagogy in St. Andrew Academy (pseudonym), a Catholic NativityMiguel school located in a Midwest metropolitan area. The goals were: (a) to examine middle school teachers’ and the principal’s perceptions of culturally responsive pedagogy and extent of culturally responsive teaching im

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13

Booth, Monique Latoya. "Elementary Assistant Principals' Self-Perceived Preparedness to Lead Diverse Schools through the Lens of the Culturally Responsive School Leadership Framework." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102630.

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Shifting demographics in the U.S. population, persistent disparities in achievement, and student discipline call for school leaders who are culturally responsive to the diversity present in their schools and communities (Brown, 2005; deBrey et al., 2019; Khalifa et al., 2016a). A review of the literature revealed that researchers maintain the position of assistant principal plays a crucial role in moving forward to the principalship and that this position should be leveraged as an embedded opportunity to learn, which can more effectively prepare leaders for the future role of principal amidst

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Woodrow, Kelli Ellen. "Culturally responsive middle school science: A case study of needs, demands, and challenges." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273663.

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Van, Ooyen Heather. "Examining culturally responsive education in the context of an elementary school science unit." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29404.

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This study is a reflective examination of my practice as an educator in which I explore how aspects of culturally responsive curriculum and pedagogy are enacted in the classroom. Specifically, it is the story of how I endeavored to make sense of the pedagogical decisions and actions that I made while preparing and teaching a science unit in my grade two classroom. I examine the ways in which I held high expectations for each student, developed learning activities that were meaningful, relevant, useful and important to each student, valued and built upon the students’ strengths, incorporated co

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Bryant, Debra. "Factors Potentially Influencing Suspensions at an Affiliated Charter High School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6179.

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Federal government agency reports have documented concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from the local school district involved in this study reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as ethnicity, socioeconomic status, and gender predict the likelihood of receiving discipline referrals or being suspended at an affiliated charter high

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17

Gates, Tracy. "Culturally responsive literacy instruction: a case study of a Fe y Alegria school in Bolivia." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/405.

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This study addresses the problem of a lack of culturally responsive literacy instruction in poorand marginalized communities, in developing countries. Relatedly, the study addresses factors that affect the implementation of this instruction, specifically the training of teachers to provide culturally responsive literacy instruction. This research provides a grounded description of how teachers in a Bolivian Fe y Alegria school use culturally responsive literacy instruction in the classroom and what factors affect their ability to do so. This case study was based on qualitative data collected f

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18

Anderson, Daniel S. "Enhancing Culturally Responsive Practice in a District: Central Office Administrators' Sensemaking and Sensegiving of Cultural Responsiveness." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108820.

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Thesis advisor: Martin Scanlan<br>Culturally responsive practice (CRP) by educators is an essential tool to serve increasingly diverse public-school populations. This study examines the sensemaking and sensegiving that district central office administrators undertake regarding what it means for educators to be culturally responsive practitioners. This dissertation used a case study of a mid-sized urban district which has not yet undertaken systematic effort on CRP to explore three research questions: (1) How do district administrators understand what it means for educators to be culturally res

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19

Robinson, Lynda Marie Cesare. "Educational Leadership in the Age Of Diversity: A Case Study of Middle School Principals' Cultural Awareness and Influence in Relation to Teachers' Cultural Awareness and the Use of Culturally Responsive Curriculum and Pedagogy in Classrooms." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194476.

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This embedded case study examined middle school principals' self-reported cultural awareness, teachers' self-reported cultural awareness, and principals' influence on cultural awareness in the school. In addition, the study focused on how principals influenced teachers' cultural awareness and implementation of multicultural education, and culturally responsive curriculum and pedagogy in classrooms.The conceptual framework for the study was based on theoretical perspectives of Banks' (1999) Eight Characteristics of the Multicultural School, Gay's (2003) Culturally Responsive Curriculum and Ped

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Bondima, Michelle Harris. "The nature of culturally responsive pedagogy in two urban African American middle school science classrooms." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1369.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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21

Namatovu, Winnifred Kiwanuka. "Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

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McGill, Robert James. "Teacher Perspectives Regarding the Pedagogical Practices Most Culturally Responsive to African American Middle School Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/850.

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This dissertation examines teacher’s perspectives regarding the classroom strategies, behaviors, and approaches they believed best support the development of African American students. Educator perceptions are valuable to understand because perceptions and attitudes undergird behavior and practices. This study focused on perceptions of teachers toward pedagogical strategies, approaches, and teacher behaviors that perceived to best support African American students because of the persisting achievement gap between African American students and their White, middle class counterparts. Culturally

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23

Williams, Kamilah Aisha. "BETWEEN BLEAKNESS AND HOPE IN A LARGE URBAN SCHOOL DISTRICT: CULTURALLY RESPONSIVE PEDAGOGY IN SPECIAL EDUCATION." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1403035434.

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Curtin, Ellen Mary. "Students' and Teachers' Perceptions of Culturally Responsive Teaching: A Case Study of an Urban Middle School." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3351/.

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This was a qualitative study that used the procedures of case study design while incorporating ethnographic techniques of interviewing and non-participant observation in classrooms with six selected students, six teachers, and eight interviews of selected administrators and staff members in one middle school in a large Texas urban school district. The purpose of this study was to understand the educational experiences and perceptions of selected immigrant students and their mainstream teachers. Following the method of case study design, the educational experiences of English Language Learner (

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25

Pellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.

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Thesis advisor: Lauri Johnson<br>Traditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders

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Greenwood, James Jason. "Enhancing Culturally Responsive Practice in a District: How Teachers Make Sense of Their Cultural Proficiency." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108809.

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Thesis advisor: Martin Scanlan<br>While the U.S. student body is increasingly racially, ethnically, culturally, and linguistically diverse, the teaching population itself, however, does not mirror this same diversity. As such, there is an urgent need for teachers who can adequately meet the needs of an increasingly diverse student population (Sleeter, 2001). Some teachers are undeniably more successful at the task of educating diverse student populations than others. How then - are these teachers in particular - successfully able to effectively teach students across various lines of difference

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Castillo, Michel-Anthony. "Culturally Responsive School Leadership in Catholic Education: Practices to Improve Tuition Assistance and Community Outreach for Latino Families." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/899.

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Recent demographic trends indicate that the number of young Latino Catholics in the United States is increasing. In response, educators and researchers have examined the Catholic school experience of Latino families as a means to provide meaningful support for this growing constituency amid broader enrollment declines and related challenges of fiscal viability. Within this context, this study examined the leadership practices of Catholic secondary school leaders in relation to the development of tuition assistance policies and community outreach efforts intended to serve Latino families. Utili

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Valverde, Carlos Roberto. "Toward a Pedagogy of Compassion: Extracting Principles of Education from Teaching a High School Multicultural Literature Class." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/271.

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Based on the assumption by Cochran-Smith and Lytle (1993), educational scholars need insight on the “particulars” of what works for classroom teachers within the context of their own classrooms. This dissertation is a self-study that addresses my work as a high school Multicultural Literature teacher and the impact of how my own philosophical/theoretical belief system resulted in significant transformative learning experiences for students as demonstrated in their feedback. Using intercultural competence, value-creation pedagogy, and compassion as theoretical frameworks that encourage greater

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Mejia, Joel Alejandro. "A Sociocultural Analysis of Latino High School Students' Funds of Knowledge and Implications for Culturally Responsive Engineering Education." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3969.

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The purpose of this study was to investigate the funds of knowledge of Latino and Latina high school adolescents, and how they used their funds of knowledge to solve engineering design problems in their communities. This study was based on the assumption that creating a bridge between different formal resources (e.g., engineering design processes) and informal resources (e.g., funds of knowledge) is an important step toward encouraging Latino and Latina high school adolescents to enter and remain in the field of engineering. The intent of this study was to generate a framework of funds of know

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Bishop, Matthew W. "District Leadership Practices that Foster Equity: Fostering an Ecology of Belonging." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108802.

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Thesis advisor: Vincent Cho<br>In today’s educational landscape many school environments alienate students as they often are not responsive to their cultural and linguistic needs. Culturally Responsive School Leadership (CRSL) is a high leverage strategy that helps meet the needs of culturally and linguistically diverse students by guiding school leaders towards fostering a climate of belonging. While much of the CRSL literature centers around building-level leadership, a gap exists in better understanding district leader efforts to foster a climate of belonging. As part of a larger qualitativ

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Drummey, Sandra. "District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English Learners." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108803.

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Thesis advisor: Vincent Cho<br>Demographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. C

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Kreinbring, Heather Hyatt. "The challenges of changing demographics in a midwestern school district: administrative interventions and teachers' responses." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/533.

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America's school-age population is experiencing a demographic shift. In 1972, students of color represented 22% of the school-age population; in 2005, minority students accounted for 33% of public school enrollment (Statistics, 2007 Villegas, 2002). This study sought to explore how these changing demographics affected University Town Community Schools, the district's interventions, and teachers' perceptions to those interventions. This study also explored teachers' feelings of efficacy when teaching minority students. Using a qualitative study among third-, fourth-, fifth-, and sixth-grade ele

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Tanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.

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Olukolu, Rona M. "The Relationship of Culturally Responsive Instruction and the Reading Comprehension and Attitude of Struggling Urban Adolescent Readers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/910.

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Culturally responsive instruction refers to the identification of relevant cultural aspects of students’ lives and infusion of these into the curriculum. This instructional approach assumes that a culturally appropriate curriculum can potentially motivate, engage, and lead students to higher rates of achievement. This quasi-experimental study (N=44) investigated the relationship of culturally responsive instruction and the reading comprehension and attitude of struggling urban adolescent readers. The study incorporated the use of culturally responsive instruction using culturally relevant lite

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Tosi, Vanessa Doris. "Teachers' perceptions of creating supportive school environments for children from same-sex parented families." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60985.

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The purpose of this study was to explore foundation phase teachers' perceptions of the way in which supportive school environments are being created for children from same-sex parented families. It focused specifically on how foundation phase teachers perceive their role in accommodating, including, and positively representing the same-sex parented family in their classroom practice. Current literature highlights the negative experiences of homophobia and heteronormativity in schools, together with the need to create more supportive school environments for children from samesex parented

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Shabazz, Hanifah. "A case study of an independent black school: implications for developing a culturally sensitive assessment model." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2352.

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The twofold purpose of this study was to assess the effectiveness of an independent Black school in meeting the developmental needs of its students and to consider the implications for developing a more culturally sensitive model for evaluation. The single case study research design was selected for this study. Interviews, participant-observation, document review, and a parental involvement questionnaire were the four major techniques for collecting data. Triangulation was the method used to address the validity and credibility of the findings. Based on the research findings, this study conclu

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Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive

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Anthony-Stevens, Vanessa Erin. "Indigenous Students, Families and Educators Negotiating School Choice and Educational Opportunity: A Critical Ethnographic Case Study of Enduring Struggle and Educational Survivance in a Southwest Charter School." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293532.

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This critical ethnography focuses on the practice of an Indigenous-serving charter school in Arizona and how it created space to practice culturally responsive schooling for Indigenous youth in an era of school accountability and standardizing educational reforms. Urban Native Middle School (pseudonym) opened for four years before being closed under tremendous state pressure from high-stakes testing accountability measurements. This study uses data spanning two periods of data collection: archived data collected at the time of the school's operation, and follow-up data tracking educators', p

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Nyomba, Beverly H. "What are the effects of a culturally responsive pedagogy on the mathematics achievement and attitudes of sixth grade African American students in an urban school?" DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1999. http://digitalcommons.auctr.edu/dissertations/3878.

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The objective of the study is to determine women and men’s roles as defined by their society in the attainment of food security in Mali. The study examines how household female and male members share the burden of coping to achieve food security, as dictated by their cultural environment. Using the gender analysis approach and taking into account the shortcomings of the gender and development theoretical framework, this study looks into both male-female relationships in society and how they relate to food security. Four themes frame this inquiry: gender division of labor, income, expenditure p

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Hindin-Miller, Rebeccah. ""Today has been about success": Young mothers' understandings of the ways a school for teenage parents supports success." Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7157.

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Teen pregnancy in New Zealand has been constructed as a multifaceted problem, which has prompted scrutiny into the lives of pregnant and parenting teens and their children. Research largely presents teen mothers as ‘at risk’ parents and high school drop outs, with high rates of welfare dependence. Teen parents are considered unlikely to achieve the educational and economic success of their non-parenting peers. This research considers the impact of the experience at a Teen Parent Unit (TPU) on the ways pregnant and parenting teens understand and achieve success. Using a qualitative case study

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Taylor, Rosalyn. "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." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4255.

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The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to

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Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.

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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided

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King, Lewis Gloria Denise. "Teachers' Expectations and Reading Achievement of African American Middle School Students." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/150.

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A local and national concern in education is the persistent achievement gap between African American and Caucasian middle school students. Despite numerous reforms, the gap continues to show African American middle school students performing lower in reading. The purpose of this mixed methods study, framed in the theoretical perspective of Culturally Responsive Pedagogy, was to examine teachers' expectations and the relationship between those expectations and the educational outcomes of African American middle school children. Data were collected to identify pedagogical practices, examine teac

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Rutledge, Marsha L. "The Impact of a Culturally Responsive Intervention on Perceived Career Barriers, Ethnic Identity, Student Motivation and Engagement, and Career Decision Making Self-Efficacy of Middle School Minority Females." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5807.

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This study investigated the impact of a culturally responsive intervention on perceived career barriers, ethnic identity, student motivation and engagement, and career decision making self-efficacy of middle school minority females. The author analyzed data from the Female Leadership Academy for Minority Excellence (FLAME) program at a local rural middle school. Data was collected from 34 Black female middle school students who participated in the program. The study was a repeated measures quasi-experimental, quantitative single group pre-test, mid-test, and post-test design. According to resu

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Lanier, Marilyn. "Investigating Strategies for Enhancing Achievement of Urban African American Students in Middle School Science Classrooms." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37606.

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This dissertation interprets a qualitative study designed to investigate the pedagogical practices of experienced science teachers who, through their teaching practices, promote learning and achievement of urban African American middle school students between the ages 10-13 years. Based upon the theoretical frameworks of the theory of third space and culturally-responsive pedagogy, this study targeted the pedagogical practices that connected home-to-school experiences. The study sample consisted of 17 students, 2 experienced science teachers, and 1 principal from the same urban middle schoo

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Smith, Meredith Eve. "Somali American Music Participation in Secondary Public School Music Programs:Perceptions of Parents, Community Members, and a Cultural Liaison." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619102956471355.

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Garza, Yvonne. "Effects of Culturally Responsive Child-centered Play Therapy Compared to Curriculum-based Small Group Counseling with Elementary-age Hispanic Children Experiencing Externalizing and Internalizing Behavior Problems: a Preliminary Study." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4707/.

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This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the

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Kane, Julie M. "Engaging Secondary Math Teachers in Breaking Down Barriers for English Learners." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/950.

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This study used mixed methods to examine middle school mathematics teachers’ beliefs about English Learners’ ability to participate in rigorous, grade-level math instruction as well as beliefs about their own capacity for teaching English Learners. Additionally, the study investigated the influence of teachers’ beliefs on their instructional practices and identified the types of support teachers need to develop as culturally and linguistically responsive educators. Findings revealed some dissonance between teachers’ explicit beliefs about teaching English Learners and their implicit beliefs il

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Glenn, Tristan L. "Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4491.

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Urban settings are described in scholarly literature as areas beset with high concentrations of poverty, high incidences of crime and violence, and are typically occupied by high percentages of people of color (McKinney, Flenner, Frazier, & Abrams, 2006; Mitcham, Portman, & Dean, 2009; Vera, 2011). For many children who live in low-income urban school districts, our educational system is failing them (McKinney, Flenner, Frazier, & Abrams, 2006). Swanson-Gehrke (2005) reported that at least two-thirds of these children fail to reach basic levels of achievement in reading. Such dismal achieve

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Means, Vivian Fowler. "Improving Literacy for Diverse Low Socio-Economic Status Middle School Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4312.

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In an urban district, Surfside School personnel were concerned that student literacy proficiency levels were low during 2011-2014 and teachers had not been able to close the achievement gap despite a focus on literacy practices and literacy professional development (PD) provided by the district. The purpose of this case study was to explore the perceptions of teachers and administrators in relation to the best instructional practices for increasing self-efficacy when teaching literacy skills and related literacy PD for teachers. Knowles' andragogy theory and Vygotsky's social learning theory f

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