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Cultural Responsiveness in the 21st Century Classroom: A Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultural Responsiveness in the 21st Century Classroom: A Phenomenological Study./
Author:	Burns, Russell Bradford.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491868
ISBN:	9798538121731

Cultural Responsiveness in the 21st Century Classroom: A Phenomenological Study.
Burns, Russell Bradford.

Cultural Responsiveness in the 21st Century Classroom: A Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 100 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

With the ever-increasing ethnic diversity within America's public schools, the need for educators to create inclusive classrooms is becoming more and more important. Culturally responsive teachers are those that use their knowledge about their students' culture to create a more effective learning environment for their. The better a teacher understands their students the more effective they will be in providing the means to educate their students. The purpose of this phenomenological study was to explore the lived experiences of secondary teachers to identify effective culturally responsive instructional practices for minority students. The study was conducted in an upstate high school in New York State. The purpose of this qualitative study using a phenomenological design was to examine the practices of secondary school teachers through interviews, a focus group and the collection of artifacts. This design allowed the researcher to examine the problem from several different perspectives and identify the shared experiences of the phenomenon among the ten teachers and the impact on students. The participants answered five interview questions that aligned with the literature. The results indicated that culturally responsive practices increase classroom instruction and student engagement, which is especially helpful for minority students. Future research should concentrate on how teachers can further improve upon and share their culturally responsive practices. Blended techniques can be directed to decide the degree of effectiveness of each culturally responsive strategy. It is clear through the results of this study that teachers use varied techniques to meet the educational needs of their students. These strategies are employed in several ways throughout instructional lessons to support students intellectually and emotionally and to create an educationally supportive and nurturing environment.

ISBN: 9798538121731Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Culturally Responsive Teaching

Cultural Responsiveness in the 21st Century Classroom: A Phenomenological Study.
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300 $a 100 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Caruso-Woolard, Cassandra;Vance, Joanna.
502 $a Thesis (Ed.D.)--Northcentral University, 2021.
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520 $a With the ever-increasing ethnic diversity within America's public schools, the need for educators to create inclusive classrooms is becoming more and more important. Culturally responsive teachers are those that use their knowledge about their students' culture to create a more effective learning environment for their. The better a teacher understands their students the more effective they will be in providing the means to educate their students. The purpose of this phenomenological study was to explore the lived experiences of secondary teachers to identify effective culturally responsive instructional practices for minority students. The study was conducted in an upstate high school in New York State. The purpose of this qualitative study using a phenomenological design was to examine the practices of secondary school teachers through interviews, a focus group and the collection of artifacts. This design allowed the researcher to examine the problem from several different perspectives and identify the shared experiences of the phenomenon among the ten teachers and the impact on students. The participants answered five interview questions that aligned with the literature. The results indicated that culturally responsive practices increase classroom instruction and student engagement, which is especially helpful for minority students. Future research should concentrate on how teachers can further improve upon and share their culturally responsive practices. Blended techniques can be directed to decide the degree of effectiveness of each culturally responsive strategy. It is clear through the results of this study that teachers use varied techniques to meet the educational needs of their students. These strategies are employed in several ways throughout instructional lessons to support students intellectually and emotionally and to create an educationally supportive and nurturing environment.
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