Degree Date

8-2011

Document Type

Dissertation - Public Access

Degree Name

Doctor of Education (EdD)

Academic Discipline

Educational Leadership

Abstract

This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research on culturally responsive pedagogy. This research study was a program evaluation based on data gathered from the alumni of the program using classroom observations, surveys, and focus groups as data collection methods. Focusing on the concepts of equity, inquiry, and culturally responsive pedagogy, this study indicates program graduates did practice these concepts in their classrooms well, but with superficial understanding of the theory. The study suggests that in order for teachers to be agents of change and teach for social justice, a deeper understanding of the theory should be infused into the program.

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