Date of Award

2022

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

Abstract

Societal and school inequities continue to be highlighted via widening achievement gaps that adversely impact historically marginalized groups of students and their communities. An acknowledgement of the importance of developing teachers who are prepared to work with students of culturally differing identities from their own in the day-to-day work of teaching has inspired a shift in language and practice from a more general multicultural approach to a culturally responsive teaching methodology in which a purposeful inclusion of the ethnic and cultural backgrounds of students is prioritized. Addressing challenges schools face related to cultural difference between teachers and the students they serve, in the last two decades, scholars of learning who have devoted their professional lives to this urgent topic have constructed culturally responsive teaching (CRT) frameworks that offer practical strategies for teachers to use to support learning of ethnically, culturally, racially, and linguistically diverse students. This qualitative study investigates how school leaders guiding CRT efforts in K12 schools assess teacher preparedness for culturally responsive teaching. Using grounded theory, it unearths a process for guiding school leaders in making decisions about where to focus CRT efforts.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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