Date of Conferral
Equitable instructional practices have a positive impact on the academic achievement of students living in high poverty. The purpose of this basic qualitative study was to explore teachers’ perceptions of their abilities to implement equitable instructional practices in high-poverty schools. Gorski’s equity literacy framework was the approach used to guide the study and address the research question. In this qualitative study, teachers in high-poverty schools were asked to perceive and describe their abilities to implement equitable instructional practices. Data were collected through semistructured interviews with 10 K-8 teachers of high-poverty schools located in the Southeastern region of the United States. Thematic analysis produced three significant themes: identity crisis, experience, and principles. The participants reported that the guiding principles in their instructional visions and their experiences contributed to their abilities to implement equitable instructional practices. However, the participants expressed that organizational policies and practices obstructed their abilities to provide equitable instruction. In addition, the participants desired further professional development to strengthen their ability to implement equitable instructional practices. This study’s findings could contribute to district leaders’ creation of professional development to enhance teachers’ ability to implement equitable instructional practices. The findings contribute to positive social change by showing that K–12 organizations must have policies and practices in place to counteract the barriers to student success presented by poverty.
Davis, Angela Mary, "Teachers' Perceptions of Their Ability to Provide Equitable Instructional Practices in High-Poverty Schools" (2021). Walden Dissertations and Doctoral Studies. 10381.