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Race Equity and Culturally Relevant Pedagogy : = Evidence of Professional Learning in Elementary Classroom Discourse.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Race Equity and Culturally Relevant Pedagogy :/
Reminder of title:	Evidence of Professional Learning in Elementary Classroom Discourse.
Author:	Creamer, Victoria Lunetta.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
Subject:	Elementary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438339118

Race Equity and Culturally Relevant Pedagogy : = Evidence of Professional Learning in Elementary Classroom Discourse.
Creamer, Victoria Lunetta.

Race Equity and Culturally Relevant Pedagogy :Evidence of Professional Learning in Elementary Classroom Discourse. - 1 online resource (204 pages)

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--University of Pennsylvania, 2018.

Includes bibliographical references

The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district's eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher's setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438339118Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Race Equity and Culturally Relevant Pedagogy : = Evidence of Professional Learning in Elementary Classroom Discourse.
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502 $a Thesis (Ed.D.)--University of Pennsylvania, 2018.
504 $a Includes bibliographical references
520 $a The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district's eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher's setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups.
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538 $a Mode of access: World Wide Web
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