Date of Award
12-2014
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Catherine Kelly
Department/School
Curriculum and Instruction
Abstract
The purpose of this research study was to measure the effects of Culturally Responsive Pedagogy (CRP) on academic engagement and behavior. Participants included eighth grade AVID (Advancement Via Individual Determination) students from a Midwestern suburban middle school. The study took place over six weeks in the fall of students’ second year in the AVID Program. During four weeks of focused intervention, the teacher implemented CRP strategies, including dramatically increasing opportunities for peer collaboration and improving student-teacher relationships through brief but individualized interactions. At the end of the implementation period, data indicated an increase in grades, teacher assessment, and student perception for almost every subgroup when compared to the previous academic year, and particularly substantial growth for black males. Results indicate that CRP positively affects both academic engagement and behavioral success for all learners, and most notably for those with the most to gain from its implementation. Further application and measurement will continue to gauge the value of additional strategies.
Recommended Citation
Thoms, Julie. (2014). The Effects of Culturally Responsive Pedagogy in a Middle School AVID Class. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/79