The purpose of this qualitative narrative study was to fill a gap in literature regarding different types of professional development for teachers, at varying levels of experience, to increase teachers’ pedagogical skills and classroom practice in understanding and applying cultural responsiveness and other pedagogies. This study sought to close the gap by examining the perceptions of nine middle school teachers about the different types of professional development to which they have been exposed, including targeted professional development and traditional professional development relating to teacher classroom practice and the effect on student performance. The Every Student Succeeds Act and Show-Me-Success have created an urgency for education reform and a push for higher quality teaching. This study sought to understand if focused professional development would modify teacher cultural responsiveness and other pedagogies.

Titolo

• Culturally Responsive Teaching and Professional Learning in Middle School

Ultima modifica

• 06/05/2024

Creatore

• Vandevort, Melinda

Collaboratore

• Patterson, Kevin (Committee Chair)
• Fong, Benny (Committee Member)
• Hinsley, John (Committee Member)

data di creazione

• 2021-05

Identifier

• vital:14412

Lingua

• English

Editore

• Southwest Baptist University

Soggetto

• Professional Development
• Pedagogical Skills
• Classroom Management
• Cultural Awareness

Diritti

• Copyright Protected.

Formato del file

• PDF