Dissertation/Thesis Abstract

Best Practices for Integrating Culturally Responsive Instruction Into Response to Intervention Frameworks
by Davis, Daphne L., Ph.D., Capella University, 2019, 229; 13811583
Abstract (Summary)

Abstract Culturally Relevant Instruction integrated with Responsiveness to Intervention is considered a framework for creating equitable learning environments that engage and educate all students within the classroom. Creating equitable learning environments has been a problem for American educators for over forty years. Historically, the curriculum and instruction methods employed in most American classrooms centered in cultural paradigms that appealed to European American students and ignored the cultural significance of African Americans and other culturally diverse student populations. As a result, most African American students experience academic challenges in the classroom.

The National Assessment of Educational Progress (NAEP) revealed that since the 1970’s, the academic achievement gap between African American and European American students’ averages between 20 to 30 points on standardized Math and Reading examinations. With such a significant gap in academic performance, professional development teacher training and schools of education programs have attempted dramatic changes in their approaches to curriculum and instruction. The purpose of this basic qualitative research study is to explore what twelve teacher participants consider the best practices for creating equitable learning environments in their classrooms. Data collection included interviews with teachers about what strategies are most effective for integrating Responsiveness to Intervention with Culturally Responsive Instruction and how to identify and implement evidence-based instruction that enhances learning. Future studies should focus on the impact of Re-normed tests on student performance and full implementation of all components of CRI.

Indexing (document details)
Advisor: Pulkinen, Catherine
Commitee: Kanai, Therese, Tyler, Stacy
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 80/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: African American Studies, Educational leadership, Curriculum development
Keywords: Cultural relevancy, Culturally diverse instruction, Responsiveness to instruction
Publication Number: 13811583
ISBN: 9781392029084
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