A collaborative inquiry team's impact on culturally responsive teaching
Title
A collaborative inquiry team's impact on culturally responsive teaching
Creator
Weidner, Sarah
Description
Weidner, Sarah
This participatory action research study examines how educator’s awareness and attitudes are impacted in culturally responsive teaching (CRT) through participation in collaborative inquiry teams (CIT). As America continues to diversify so do our schools. What was once a white majority student population is projected to be a white minority population by 2024. However, teacher preparation programs and professional developments have not kept in alignment with the changing cultural demographics. According to the data, this cultural barrier could be responsible for achievement gap between our white and historically marginalized students. Then this study looks to see if participation in CIT can identify tools, resources and processes that can shape educator’s awareness and attitudes in CRT. Further, the study collects data from participant questionnaires and journals, as well as field notes of CIT sessions to determine how identities of teachers and students shape the learning process and school community.
Based off data collected all participants had growth in the area of CRT. All educators felt their relationships with their students would improve. Additionally, all educators were able to formulate strategies in CRT to implement. The participants in the CIT found the sessions to be both reflective and informative. Even though the study was over the participants elected to continue to meet throughout the school year in hopes of collecting additional CRT resources and growing in participant numbers.
This participatory action research study examines how educator’s awareness and attitudes are impacted in culturally responsive teaching (CRT) through participation in collaborative inquiry teams (CIT). As America continues to diversify so do our schools. What was once a white majority student population is projected to be a white minority population by 2024. However, teacher preparation programs and professional developments have not kept in alignment with the changing cultural demographics. According to the data, this cultural barrier could be responsible for achievement gap between our white and historically marginalized students. Then this study looks to see if participation in CIT can identify tools, resources and processes that can shape educator’s awareness and attitudes in CRT. Further, the study collects data from participant questionnaires and journals, as well as field notes of CIT sessions to determine how identities of teachers and students shape the learning process and school community.
Based off data collected all participants had growth in the area of CRT. All educators felt their relationships with their students would improve. Additionally, all educators were able to formulate strategies in CRT to implement. The participants in the CIT found the sessions to be both reflective and informative. Even though the study was over the participants elected to continue to meet throughout the school year in hopes of collecting additional CRT resources and growing in participant numbers.
Date
2020
Publisher
Alverno College
Extent
68 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Culturally relevant pedagogy
Teaching teams
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Weidner, Sarah, “A collaborative inquiry team's impact on culturally responsive teaching,” Alverno College Library Digital Commons, accessed May 16, 2024, https://alverno.omeka.net/items/show/459.