Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Advisers: Jesse H. Goodman; Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 24, 2007; title from title screen. Includes bibliographical references (p. 115-125).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of learning disabled children). Includes bibliographical references (33-38 p.).

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Current literature calls for more culturally responsive pedagogy and multicultural education to connect with what students know, do, and believe outside of school and to utilize this to foster their academic achievement. This study investigated elementary teachers' perceptions of culturally responsive pedagogy and multicultural education in an urban school with a predominantly large minoritized student population (African American and Hispanic students). The study focused on four elementary teachers' perceptions of implementing culturally responsive pedagogy and multicultural education principles into their classroom and how this contributed to teacher-student interactions and student academic achievement. An integrated framework consisting of constructs from the literature on culturally responsive pedagogy and multicultural education guided the study. A thematic analysis of data (interviews, focus group interview, classroom observations, artifacts) revealed four teacher perceptions of culturally responsive pedagogy and multicultural education: Practicing culturally responsive pedagogy and multicultural education: (1) enables teachers and students to embrace diversity; (2) focuses teachers and students on the past and the present social injustices and provides social justice identity development among students; (3) builds empathy among teachers and students; and (4) promotes teachers to reflect on prejudice reduction. Implications: This study showed that constructs from culturally responsive pedagogy and multicultural education are context-specific and curriculum-specific. To the teachers in this study the dynamics of practicing culturally responsive pedagogy and multicultural education are inherent within the school and community contexts and in the curriculum.

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