Document Type
Dissertation
Degree
Doctor of Philosophy
Major
Education, Educational Leadership & Policy Studies
Date of Defense
4-21-2024
Graduate Advisor
Thomasina Hassler, PhD
Committee
Phyllis Balcerzak, PhD
Thomas R. Hoerr, PhD
Keith Miller, PhD
Abstract
This dissertation explores the relationship between culturally responsive pedagogy and student achievement to showcase how teaching can build a more equitable learning community where all students thrive. Using a case study model, the author explores how one English teacher designed culturally responsive instructional practices to improve student performance. Analyzing data from student work, student interactions, and student conversations, I discovered instructional themes that improved learning for each student and can be transferred to classrooms across the country.
Recommended Citation
Russell Ziegler, Anna E., "Culturally Responsive Pedagogy, “If I told you that a flower bloomed in a dark room, would you trust it?1”: A Case Study in English Language Arts Achievement" (2024). Dissertations. 1504.
https://irl.umsl.edu/dissertation/1504
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Methods Commons