Date of Award

Spring 5-18-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Renee Harmon

Keywords

culturally responsive teaching, pedagogy, racial identity, teacher identity, professional development

Abstract

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).

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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