One of the greatest threats to democracy in the United States of America today is the persistent gap in achievement that separates economically disadvantaged students and students of color from less disadvantaged students. Today, the average African American or Hispanic high school student currently achieves at about the same level as the average white student in the lowest quartile of white achievement. Students of color are much more likely than white students to fall behind in school and drop out, and are much less likely to graduate from high school, acquire a college or advanced degree, or earn a middle-class living. The Culturally Responsive Teaching Practices (CRTP) Professional Development (PD) Program was developed as a means of helping teachers learn to use the culture and language strengths of their students of color to make learning more relevant and effective for them.
The CRTP PD involved eight teachers from Willard Middle School who volunteered to participate in the 5-month graduate class from September 2006 through January 2007. The teachers formed a professional learning community that met monthly for 75 minutes to study culturally responsive teaching practices. They read about, discussed, and implemented CRTP as part of the PD program.
Participants completed a pre and post survey and a monthly reflection form that asked about changes in their thinking, practices, and in students' behavior related to what they were learning through readings and discussions with colleagues during the PD meetings. Each monthly meeting was audiotaped and transcribed. A control group also completed the pre and post survey. The qualitative data were subjected to rigorous content analysis and integrated with the quantitative data in the first analysis. There were statistically significant differences and a large effect size from the pre to post assessment for the participant group and a large statistically significant effect size between the participant and control group at both points in time. The qualitative data were used to illustrate the nature of the changes that occurred over time. A second analysis of the qualitative data produced individual vignettes of each participant's changes in thinking and practices over the 5 months.
|Commitee:||Millner, Darrell, Sagor, Richard|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 68/12, Dissertation Abstracts International|
|Subjects:||School administration, Teacher education|
|Keywords:||Culturally responsive, Neighborhood treasure hunt, Professional development|
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