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Dissertation/Thesis Abstract

Educational Equity: Examining How Middle School Educators Implement and Practice Culturally Responsive Teaching
by Crow, Alexandria, Ed.D., Piedmont College, 2021, 145; 28414437
Abstract (Summary)

The purpose of this mixed methods Delphi study was to determine how teachers are utilizing Culturally Responsive Teaching (CRT) in middle schools within the United States using a survey modified to conform to the middle school setting. This descriptive study features results from ten experts in the field of CRT using a Delphi technique, think-aloud protocol, pilot study, and 234 middle school teachers from across the United States who reported how they incorporate CRT practices into their work with students. The most common and least common practices were identified and discussed in this study. The most common practices used by middle school educators were: incorporating culturally relevant icons into questions, collaborative learning, and recognizing and respecting differences in family structures. The least common practices identified were traditional learning, guest speakers, and gaining information about students from familial sources. The findings of this study suggest that CRT practices are frequently used by middle school teachers in the United States. These findings have important implications considering the benefits and impact the use of these practices have with all students and teachers, but particularly middle school students.

Indexing (document details)
Advisor: Sears, Evelyn
Commitee: Crowder, Isabelle , Godman, Tami
School: Piedmont College
Department: College of Education
School Location: United States -- Georgia
Source: DAI-A 82/10(E), Dissertation Abstracts International
Subjects: Educational leadership, Middle School education
Keywords: Culturally Responsive Teaching, Equity, Practice, Collaborative learning
Publication Number: 28414437
ISBN: 9798597096988
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