Date of Award
Administrative and Instructional Leadership
Joan I Birringer-Haig
This descriptive multi case study will describe practices in teacher preparation programs in two urban universities to support Culturally Responsive Pedagogy (CRP) for teachers in the training programs in one of the most diverse cities in America and the outcomes of these practices. Recent alumni, faculty, and administrators of the selected universities were recruited to participate in this study to share their perceptions of CRP as it occurred for them in their course work, syllabi, and assignments while enrolled in the programs. This study will provide an in-depth analysis to explain the current use of CRP in practice, adherence to federal requirements and explain approaches to comply with accreditation standards and university requirements. Associated documents will be analyzed to help understand how CRP is supported. Semi-structured interviews of recent alumni, current administrators, and faculty, coupled with focus groups for the alumni, will also explain the types of experiences shared by the alumni at two universities that support CRP. Both universities were selected as they had the same accrediting board, and the national accreditation documents were analyzed to determine to what extent CRP standards are evident. The study analyzed supporting documents from each university to determine CRP evidence in their frameworks, deliverables, and mission statements. Course artifacts were analyzed to determine evidence of CRP through the course outlines and syllabi. The implications of this research can contribute to the larger body of research about practices that best support CRP in teacher training programs. This study adds to the research by providing clarity and in-depth exploration of how culturally responsive pedagogy is operationalized in teacher education programs.
Durante, Kerri, "CULTURALLY RESPONSIVE PEDAGOGY IN PRE-SERVICE TEACHER PREPARATION PROGRAMS" (2022). Theses and Dissertations. 392.