This study examines a cultural pedagogy relating to race, culture, and improving student achievement, as well as the extent to which teachers' critical and reflective practices influence how they deliver classroom instructions. When teachers' practices are critical and reflective they can re-assess their current teaching practices while attempting to improve their teaching pedagogy (Morton, 2009; Hatzipanagos & Lygo-Baker, 2006). This study seeks to determine the relationship between student achievement and teachers' use of a cultural pedagogy. Research for this study considers three styles of pedagogy: culturally responsive pedagogy, culturally relevant pedagogy, and critical pedagogy. This study is intended to contribute to the body of research that focuses on student achievement in school districts with a predominantly African American student population. Information gained from this study should be of interest to most education administrators, practitioners, and counselors.
|Commitee:||Barnes, Marc, Schumacher, Lillian|
|School:||Indiana Institute of Technology|
|School Location:||United States -- Indiana|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Management, Multicultural Education, Pedagogy|
|Keywords:||African american student, Cultural pedagogy, Student achievement|
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