Degree Date
12-2016
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Disability and Equity in Education
First Advisor
Dr. Jack Denny
Second Advisor
Dr. Norm Weston
Abstract
This document explores how expanding educators’ cultural proficiency leads to increased learning opportunities for students of color who live in poverty. Through the development of culturally responsive curriculum and instruction, teachers might increase their abilities to meet the needs of previously disenfranchised students. A connection exists between differentiated instruction and culturally responsive instruction, as both require a heightened understanding of students’ schema, interests, and culture. This policy argues that increasing educators’ cultural proficiency should not be done simply to increase teacher effectiveness with instruction but rather because it is a moral obligation of schools.
Recommended Citation
Finch, Perry A., "The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document" (2016). Dissertations. 221.
https://digitalcommons.nl.edu/diss/221