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ERIC Number: ED515991
Record Type: Non-Journal
Publication Date: 2009
Pages: 192
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-2620-9
The Pedagogical Beliefs and Practices of Culturally Responsive Teachers of African American Students
Toney, Mikyra R.
ProQuest LLC, Ed.D. Dissertation, Roosevelt University
The purpose of this study was to understand how culturally relevant pedagogy promotes academic success among low-income African American children. The characteristics and instructional practices of four elementary school teachers, defined as culturally responsive by their school administrators, were examined. The study explored how personal backgrounds and experiences influenced teachers' beliefs about instructional practices for African Americans. The theoretical framework for this study, the constructivist theory, enhanced my understanding of how teachers viewed the inclusion of students' culture to influence school success. The study was based on a qualitative research design of: individual interviews, classroom observations and a focus group. The research revealed that teachers' experiences, instructional practices and strategies were vital to culturally responsive teaching and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A