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Culturally responsive pedagogy: The ...

Moore, MiShawna DeLaine.

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Culturally responsive pedagogy: The impact on African American middle school students' developmental scale scores in mathematics.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Culturally responsive pedagogy: The impact on African American middle school students' developmental scale scores in mathematics./
Author:	Moore, MiShawna DeLaine.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0819.
Contained By:	Dissertation Abstracts International71-03A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396558
ISBN:	9781109647433

Culturally responsive pedagogy: The impact on African American middle school students' developmental scale scores in mathematics.
Moore, MiShawna DeLaine.

Culturally responsive pedagogy: The impact on African American middle school students' developmental scale scores in mathematics. - 109 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0819.

Thesis (Ed.D.)--Walden University, 2010.

The increasing number of culturally and linguistically diverse students entering school in the United States has created an urgent call to prepare teachers to meet the demands of these students. A teacher education program designed to adequately prepare teachers to instruct culturally and linguistically diverse students is the needed response. This program should help teachers to see that diverse student learners can achieve academic excellence. To add validity to this belief, the program should be empirically validated for use in local school districts. The purpose of this quasi-experimental study, which was based on Ladson-Billings's theoretical framework, was to determine the impact of culturally responsive pedagogy on the mathematics achievement of African American middle school students' achievement. A repeated-measures ANOVA that included Grade 8 students' mathematics developmental scale scores over time (3-year cohort) compared scores between the treatment group (6 teachers who participated in professional development in culturally responsive pedagogy) and the control group (6 teachers who did not participate) at a school in the southeastern U.S. The results of the repeated-measures ANOVA offered evidence for the need to implement a culturally responsive pedagogy to promote the achievement of all students. Recommendations included implementing a culturally responsive pedagogy in order to improve students' developmental scale scores in mathematics and overall achievement. This study informs social change by supporting the power of culturally responsive pedagogy and contributes to the academic achievement of diverse learners in mathematics.

ISBN: 9781109647433Subjects--Topical Terms:

1017588
Education, Mathematics.

Culturally responsive pedagogy: The impact on African American middle school students' developmental scale scores in mathematics.
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245 1 0 $a Culturally responsive pedagogy: The impact on African American middle school students' developmental scale scores in mathematics.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0819.
500 $a Adviser: Heather Miller.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a The increasing number of culturally and linguistically diverse students entering school in the United States has created an urgent call to prepare teachers to meet the demands of these students. A teacher education program designed to adequately prepare teachers to instruct culturally and linguistically diverse students is the needed response. This program should help teachers to see that diverse student learners can achieve academic excellence. To add validity to this belief, the program should be empirically validated for use in local school districts. The purpose of this quasi-experimental study, which was based on Ladson-Billings's theoretical framework, was to determine the impact of culturally responsive pedagogy on the mathematics achievement of African American middle school students' achievement. A repeated-measures ANOVA that included Grade 8 students' mathematics developmental scale scores over time (3-year cohort) compared scores between the treatment group (6 teachers who participated in professional development in culturally responsive pedagogy) and the control group (6 teachers who did not participate) at a school in the southeastern U.S. The results of the repeated-measures ANOVA offered evidence for the need to implement a culturally responsive pedagogy to promote the achievement of all students. Recommendations included implementing a culturally responsive pedagogy in order to improve students' developmental scale scores in mathematics and overall achievement. This study informs social change by supporting the power of culturally responsive pedagogy and contributes to the academic achievement of diverse learners in mathematics.
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650 4 $a Education, Mathematics. $3 1017588
650 4 $a African American Studies. $3 1669123
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0280
690 $a 0296
690 $a 0325
690 $a 0450
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-03A.
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790 1 0 $a Hoffman-Kipp, Peter $e committee member
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792 $a 2010
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