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Dissertation/Thesis Abstract

Teacher expectancies and culturally relevant pedagogy: A study of an urban school
by Clayton, Dawn Palmore, Ed.D., University of Pennsylvania, 2016, 117; 10158571
Abstract (Summary)

This exploratory study examines the ways that teachers think about expectations they set for their students. It explores what influences teachers to form judgments about their students and the subsequent ways they communicate expectations to students. This study also explores whether there is a relationship between “high-expectations teachers” and culturally responsive teaching methods. This qualitative study utilizes ethnographic research measures, including inquiry group interviews, field notes, and individual teacher interviews to investigate the problem of understanding the nature of teacher expectancies in the school where the author is the principal and how teachers enact culturally relevant pedagogy within their respective classrooms. The results of the investigation revealed that there is a correlation between having high expectations for children and the use of culturally relevant teaching strategies.

Indexing (document details)
Advisor: Riggan, Matthew
Commitee: Jordan, Will J., Lytle, James
School: University of Pennsylvania
Department: Educational Leadership
School Location: United States -- Pennsylvania
Source: DAI-A 78/03(E), Dissertation Abstracts International
Subjects: Educational leadership, Pedagogy, Elementary education
Keywords: Cultural relevancy, Teaching strategies, Urban schools
Publication Number: 10158571
ISBN: 978-1-369-13579-4
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