Perspectives of Elementary Teachers’ Sense of Agency in Implementing Culturally Responsive Pedagogy and Practices: An Action Research Study

Show simple item record

dc.contributor.author Hagens, John
dc.contributor.advisor McClain, Pamela R.
dc.date.accessioned 2019-11-13T16:49:30Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2019-11-13T16:49:30Z
dc.date.issued 2019
dc.date.submitted 2019
dc.identifier.uri http://hdl.handle.net/2027.42/152038
dc.description.abstract This dissertation addressed a problem of practice in a school district located in Mid-Michigan regarding the cultural gap between elementary school teachers and the students they teach. Teachers may encounter cultural gaps and be challenged in their practice of educating students of diverse backgrounds. This study explored the tenets of culturally responsive pedagogy and practices as a way for teachers to address the cultural gap and meet the needs of all students. An action research approach was employed to explore the beliefs, perspectives, attitudes, dispositions, instructional competencies, and self-assessed sense of agency of teachers about culturally responsive pedagogy and practices. Three iterative cycles of data collection encompassed four distinct stages of action research outlined by Mertler (2017): planning, acting, developing, and reflecting. Data were gathered by a qualitative survey, interactive professional development workshop, focus group, and one-on-one semi-structured interviews. Findings indicated that the purposeful sample of teachers in this study could benefit from further support when implementing culturally responsive pedagogy and practices. A professional development workshop supported the teacher participants in enhancing their knowledge about how to work with students from diverse backgrounds. The action research study facilitated the conversation with educators about cultural competence to impact the larger field of education through the perspective of practitioners working in the field. Further exploration into the topic of culturally responsive pedagogy and practices can have transformative effects on both teachers and students. en_US
dc.language.iso en_US en_US
dc.subject cultural gap en_US
dc.subject culturally responsive pedagogy en_US
dc.subject diversity en_US
dc.subject professional development en_US
dc.subject teachers en_US
dc.subject.other Educational leadership en_US
dc.subject.other Educational administration en_US
dc.subject.other Education en_US
dc.title Perspectives of Elementary Teachers’ Sense of Agency in Implementing Culturally Responsive Pedagogy and Practices: An Action Research Study en_US
dc.type Thesis en_US
dc.description.thesisdegreename Ed.D. en_US
dc.description.thesisdegreediscipline Education en_US
dc.description.thesisdegreegrantor University of Michigan-Flint en_US
dc.contributor.committeemember Bynoe, Tyrone
dc.identifier.uniqname jhagens en_US
dc.description.bitstreamurl https://deepblue.lib.umich.edu/bitstream/2027.42/152038/1/Hagens2019.pdf
dc.identifier.orcid https://orcid.org/0000-0002-2109-884X en_US
dc.description.filedescription Description of Hagens2019.pdf : Thesis
dc.identifier.name-orcid Hagens, John; 0000-0002-2109-884X en_US
dc.owningcollname Dissertations and Theses (Ph.D. and Master's)
 Show simple item record

This item appears in the following Collection(s)


Search Deep Blue

Advanced Search

Browse by

My Account

Information

Available Now


MLibrary logo