Keywords
Academic achievement, Culturally relevant pedagogy, Multicultural education
Abstract
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.
Notes
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Graduation Date
2011
Semester
Summer
Advisor
Lue Stewart, Martha S.
Degree
Doctor of Education (Ed.D.)
College
College of Education
Format
application/pdf
Identifier
CFE0003880
URL
http://purl.fcla.edu/fcla/etd/CFE0003880
Language
English
Release Date
August 2011
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Griner, Angela, "Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices" (2011). Electronic Theses and Dissertations. 6641.
https://stars.library.ucf.edu/etd/6641