Author

Julie Thoms

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.

Included in

Education Commons

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