Growth opportunities : developing a culturally responsive pedagogy in a school context
Abstract/Contents
- Abstract
- Abstract Research offers data of the backgrounds and practices of individual teachers who enact a culturally responsive pedagogy and there is limited research investigating how teachers learn the dispositions and practices it involves. Because the major tenets of a culturally responsive pedagogy involve ways of being in the world, the development the pedagogy, like many aspects of teaching, happens over time. This dissertation asks if teachers can develop a culturally responsive pedagogy in a school context. If so what resources would a school need for learning and what conditions would make those resources useful and utilized? I conducted a case study of one high performing high school serving low-income students of color to address this question. Data were collected over one and half years among seven focal teachers, the faculty, and administrators at "Serramonte Prep", a new small high school in a medium sized urban area. Data includes observations of teachers practice, collaborative work, school events, documents and interview data. Data are analyzed through a conceptual framework grounded in a sociocultural theory of learning and a theory of culturally responsive pedagogy largely based on Geneva Gay's (2000) conceptualization. Personalization structures, common assessments, targeted professional development and shared curriculum are identified as substantive resources for the development of culturally responsive pedagogy. Conditions that facilitate opportunities to learn from these resources include a close focus on the student, involved expertise, joint work with colleagues and an expanded role of the classroom teacher. Moreover, findings also suggest teachers' professional preparation and background influence their capacity to benefit from participation in school resources, and the development of an ethic of deep care is particularly difficult to develop in the context alone. They also indicate that school resources are not available to all teachers and therefore limit their use.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2012 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Richardson, Nikole |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | Darling-Hammond, Linda, 1951- |
| Thesis advisor | Darling-Hammond, Linda, 1951- |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Grossman, Pamela L. (Pamela Lynn), 1953- |
| Thesis advisor | Lotan, Rachel A |
| Advisor | Brown, Bryan Anthony |
| Advisor | Grossman, Pamela L. (Pamela Lynn), 1953- |
| Advisor | Lotan, Rachel A |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Nikole N. Richardson. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2012. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2012 by Nikole Richardson
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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