Providing a Platform: An Examination of How Teachers Utilize and Practice Culturally Responsive Pedagogy
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
culturally responsive teaching, pedagogy, racial identity, teacher identity, professional development
For this study, I posed the following question to guide my research: How do elementary teachers reshape and change curriculum and/or teaching practices when provided the opportunity through professional development? Specifically, the study examined K-2 teachers at two different elementary schools in Minnesota. The study aimed to determine how teachers implemented and redesigned curriculum material when provided optional professional development sessions, focused on educational equity, multiracial/multicultural read aloud(s), and culturally responsive teaching strategies. Further, this study focused on how these teachers successfully or unsuccessfully reshaped components of curriculum and teaching practice in order to be more equitable, relevant, and responsive. More specifically, the study explained which teachers choose to attend the professional development, and which components of culturally responsive practices they chose to use in developing new curriculum. As a part of data collection, the teachers completed a survey that described and documented their experiences writing new curriculum and implementing new learning experiences in their spaces. The study found that teachers who attended the session(s) were convicted in the work and ready to apply their new learnings in their teaching space(s).
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Storm, Hannah, "Providing a Platform: An Examination of How Teachers Utilize and Practice Culturally Responsive Pedagogy" (2019). Dissertations, Theses, and Projects. 205.
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