Dissertation/Thesis Abstract

Race Equity and Culturally Relevant Pedagogy: Evidence of Professional Learning in Elementary Classroom Discourse
by Creamer, Victoria Lunetta, Ed.D., University of Pennsylvania, 2018, 204; 10839335
Abstract (Summary)

The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district’s eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher’s setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups.

Indexing (document details)
Advisor: Rymes, Betsy R.
Commitee: Flack, Adrianne, Thomas, Ebony E.
School: University of Pennsylvania
Department: Educational Leadership
School Location: United States -- Pennsylvania
Source: DAI-A 80/01(E), Dissertation Abstracts International
Subjects: Elementary education
Keywords: Culturally relevant pedagogy, Professional learning, Race equity, Racism
Publication Number: 10839335
ISBN: 978-0-438-33911-8
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