Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

The purpose of this study was to understand the nature of developing teachers’ ability to provide Culturally Relevant Pedagogy (CRP). This study places the teacher as the catalyst for change in African American students’ experience. Based on an examination of past research, this study turned to CRP as the instructional shift needed to impact the educational experience for African American students and a professional learning community (PLC) as the vehicle for developing eight teachers’ ability to provide CRP in their classrooms. The study was guided by the following research question: What is the nature of developing teachers ability to provide culturally relevant pedagogy? The artifacts analyzed for this study included an initial survey, seven PLC discussion sessions, and seven post-surveys per participant.

The findings from the data analysis revealed seven themes including: (1) Ways Teachers Were Successful From the Beginning, (2) The Benefits and Barriers, (3) Personal Self Awareness, (4) Understanding Students Experiences, (5) Relating to Students Experiences, (6) Effectiveness of the Professional Learning Community, and (7) Implementing Culturally Relevant Pedagogy. It is evident from this study that the nature of developing and providing CRP is both industrious and reciprocal. Teachers need to be guided through development on personal self-awareness work and implementation of CRP both in their pre-service training and through ongoing development.

Committee Chair

Barrera, Estanislado S

DOI

10.31390/gradschool_dissertations.5453

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