Employing Culturally Responsive Teaching and Student-Led Inquiry in Diverse Classrooms to Increase Engagement and Student Success
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Title
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Employing Culturally Responsive Teaching and Student-Led Inquiry in Diverse Classrooms to Increase Engagement and Student Success
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Creator
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Brian Bohannon
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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Action Research Project
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Date
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6/17/2023
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Abstract
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The classroom is in all ways a diverse environment which is hard to adapt and control. Traditional educational models take that difficulty and ignore it – they do not adapt to the needs of their students. These systems reach fewer students, and inevitably the first students who are lost come from diverse backgrounds. Culturally Responsive Teaching (Gay, 2000) is a philosophical framework for learning environments that turns traditional systems on their heads. The goal of Culturally Responsive Teaching, as is the goal of this study, is to diversify the various curricula that students interact with in the school building. When done right, students engage at a higher rate, they identify more closely with the content, and are more likely to view themselves in a positive manner.
This research is a self-study in Culturally Responsive Teaching. Students will interact with a semester curriculum designed entirely around their own choice. Students will choose a topic and conduct subsequent research, eventually producing an argumentative essay. The curriculum design satisfies all parts of the learning environment’s English 12 standards map, while introducing elements of student choice that are otherwise impossible. Students have the opportunity to investigate their own backgrounds, cultures, hobbies, and interests in a new way, and the impacts this has on engagement will be measured in this study.
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Committee Member
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Marie Lejeune
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Melanie Landon-Hays
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License
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CC-BY-ND (attribution, no derivatives)
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Language
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eng
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Type
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Text
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Image;StillImage
