NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED542572
Record Type: Non-Journal
Publication Date: 2012
Pages: 255
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2672-9645-0
ISSN: N/A
Culturally Responsive Practices in a School Closing the Achievement Gap: A Case Study
Mayfield, Vernita
ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver
The purpose of the study was to examine which culturally responsive practices, if any, were in a school that is closing an achievement gap between White and Black students. Through a qualitative case study, the researcher documented the use of culturally responsive practices school-wide, in a school making significant gains narrowing an achievement gap between White and minority students. The findings indicated all areas of the school program were enhanced with culturally responsive practices. These practices served to mitigate the imbalance of power and privilege that have been historically present in schools where African American students are educated. Practices were found in leadership, learning environment, pedagogy, home and community engagement, and cultural competency. Recommendations support a comprehensive approach to implementing culturally responsive practices as school reform rather than separate interventions. A conceptual framework for culturally responsive whole-school reform is proposed. [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