Culturally responsive teaching benefits students in racially and culturally marginalized groups that the public education system has historically failed. However, knowledge regarding developing into a culturally responsive educator is yet to emerge. This phenomenological study explores participants' experiences in the development of this area. The major findings of this study include the entry into culturally responsive teaching occur along racial lines and the relationship that the access to professional development has on the effective implementation of culturally responsive teaching. A conclusion includes the implications of this study on practice and policy. / Educational Leadership
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/10338 |
| Date | 05 1900 |
| Creators | Leak, Erika |
| Contributors | Cordes, Sarah, Jordan, Will, McGinley, Christopher, Patterson, Timothy |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 111 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/10300, Theses and Dissertations |
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