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ERIC Number: ED534372
Record Type: Non-Journal
Publication Date: 2011
Pages: 143
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-3060-2
ISSN: N/A
Leadership Implications for the Implementation of Culturally Responsive Teaching and Learning Programs
Knickman, Kevin; Schulte, Lindsay; Schwemmer, Gabrielle; Young, Henrietta
ProQuest LLC, Ed.D. Dissertation, Saint Louis University
This document is a Problem Based Learning project addressing the No Child Left Behind Act of 2001 and the achievement gap issue that lingers in public education. It centers on the ideas of cultural sensitivity as a means of educating all students in an era of accountability. The goal of the project was to address the problem of minority student populations encountering a system of educators not sufficiently prepared to educate students from different cultural backgrounds. The team addressed the problem by reporting on the literature related to leadership, the achievement gap, differentiation, cultural proficiency, and Culturally Responsive Teaching and Learning. The literature was analyzed and the method of Culturally Responsive Teaching and Learning emerged as a means to meet the academic needs of all students. A survey was selected and distributed to districts currently implementing Culturally Responsive Teaching and Learning methods to receive administrators' and educators' perspectives on the program's aspects and implementation. Building administrators and teachers' responses were recorded and analyzed. The results were used to draw conclusions about what remains for district leadership to do to ensure successful implementation of Culturally Responsive Teaching and Learning programs. Conclusions were drawn based on the survey responses in the constructs of Professional Staff Development, Relationships, Engagement, Teaching and Learning, Achievement, Community, and School Culture. Recommendations are suggested to enhance implementation of Culturally Responsive Teaching and Learning in the areas of professional development, human resources, curriculum, assessment, and community relations. Each recommendation is meant to serve as a guideline to help district and building administrators develop, implement, and evaluate Culturally Responsive Teaching and Learning in their districts to meet the academic needs of all students. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001