Academic achievement, Culturally relevant pedagogy, Multicultural education
Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.
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Lue Stewart, Martha S.
Doctor of Education (Ed.D.)
College of Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Griner, Angela, "Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices" (2011). Electronic Theses and Dissertations, 2004-2019. 6641.