Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ellen B. Scales

Abstract

In a mideastern US school district, culturally and linguistically diverse elementary students were not meeting proficiency on the state reading assessments. Elementary teachers in the district were expected to use culturally relevant teaching (CRT) strategies during literacy instruction to help engage and motivate culturally and linguistically diverse students. The purpose of this qualitative bounded multiple-case study was to understand Grade 3-5 teachers’ knowledge of, planning for, and use of CRT strategies during literacy instruction. Ladson-Billings’s theory of culturally relevant pedagogy guided this study. Three research questions were posed to examine what teachers knew about CRT strategies, how they planned for reading instruction using CRT strategies, and how they used CRT strategies during literacy instruction. A purposeful sample of 12 Grade 3-5 teachers, with at least 3 years of literacy teaching experience, volunteered and participated in semistructured interviews and document review. Data were analyzed through coding and theme development. Teachers were inclusive of students’ cultural backgrounds, interests, and learning needs and focused on helping students develop and increase reading outcomes in a collaborative learning environment. Based on the findings, a 3-day professional development was designed to support teachers in strengthening their knowledge, planning, and use of CRT reflective practices, community involvement, and socio-political topics. This endeavor could contribute to positive social change when district personnel develop training to increase teachers’ cultural competence and CRT practices to improve culturally and linguistically diverse students’ reading engagement and literacy learning for increased reading achievement.

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