Degree Date
9-2020
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Harrington Gibson
Abstract
The enduring gap between White and Black student achievement has challenged our educational systems for decades. This study evaluates an instructional pedagogy that values and embraces students’ culture and experiences. Participants in this study include one teacher trained to implement culturally relevant instruction, her middle school students, and teacher leaders at the school where I served as principal during the time of the study.
The results of this study reveal the positive impact that a culturally relevant teacher yields for students and teacher. Students receiving an affirming instructional pedagogy benefit from improved academic outcomes. Teachers embracing this method of teaching are affirmed in their careers through the success of their students. Through policy, planning, and creating an environment that embraces a culturally relevant pedagogy, there is an opportunity to prepare a future generation of students to be ready for the challenges and ever-changing demands in college and careers.
Recommended Citation
Hunter, Fred A., "Culturally Responsive Teaching and Learning For Success" (2020). Dissertations. 521.
https://digitalcommons.nl.edu/diss/521
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons