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Teachers' Experiences : = Culturally Responsive Pedagogy, Student Engagement, and Growth Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Experiences :/
Reminder of title:	Culturally Responsive Pedagogy, Student Engagement, and Growth Achievement.
Author:	Brooks, Suzanne R.
Description:	1 online resource (202 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060930click for full text (PQDT)
ISBN:	9798819388044

Teachers' Experiences : = Culturally Responsive Pedagogy, Student Engagement, and Growth Achievement.
Brooks, Suzanne R.

Teachers' Experiences :Culturally Responsive Pedagogy, Student Engagement, and Growth Achievement. - 1 online resource (202 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2022.

Includes bibliographical references

The goal in this qualitative phenomenological study was to discover the experiences of middle school teachers as they pertain to culturally responsive pedagogy, student engagement, and student growth. Participants who taught culturally diverse students in Grades 6-8 were recruited from public charter middle schools in an urban district in the mid-Atlantic region. The study was guided by three research questions focused on teachers' knowledge of culturally responsive pedagogy and its impact on student engagement and achievement within the classroom. The research questions were answered using a combination of instruments, including a short-answer demographic questionnaire, open-ended interviews, follow-up interviews, a researcher journal, field notes, audio recordings, and video recordings designed to gain rich data about the lived experiences of the participants in relation to the nature of the study. Research findings indicate building student relationships, curriculum autonomy or flexibility, and providing students with exposure were the emergent concepts for the culturally responsive teacher participants. Implications are that culturally responsive pedagogy can support student engagement and achievement among culturally diverse learners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819388044Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Teacher experienceIndex Terms--Genre/Form:

542853
Electronic books.

Teachers' Experiences : = Culturally Responsive Pedagogy, Student Engagement, and Growth Achievement.
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504 $a Includes bibliographical references
520 $a The goal in this qualitative phenomenological study was to discover the experiences of middle school teachers as they pertain to culturally responsive pedagogy, student engagement, and student growth. Participants who taught culturally diverse students in Grades 6-8 were recruited from public charter middle schools in an urban district in the mid-Atlantic region. The study was guided by three research questions focused on teachers' knowledge of culturally responsive pedagogy and its impact on student engagement and achievement within the classroom. The research questions were answered using a combination of instruments, including a short-answer demographic questionnaire, open-ended interviews, follow-up interviews, a researcher journal, field notes, audio recordings, and video recordings designed to gain rich data about the lived experiences of the participants in relation to the nature of the study. Research findings indicate building student relationships, curriculum autonomy or flexibility, and providing students with exposure were the emergent concepts for the culturally responsive teacher participants. Implications are that culturally responsive pedagogy can support student engagement and achievement among culturally diverse learners.
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