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dc.contributor.author Dickey, Lehi Victoria
dc.date.accessioned 2017-12-11T23:25:59Z
dc.date.available 2017-12-11T23:25:59Z
dc.date.issued 2017-12-11
dc.identifier.uri http://hdl.handle.net/10211.3/198826 en
dc.description.abstract It is commonly argued that the burdens of poverty have a negative impact on student achievement in U.S. schools. Historically, in the United States, efforts have been made by schools, politicians, and the government to address the ills of poverty and its impact in K-12 classrooms for marginalized and low-socio-economic status (SES) students. While there have been many research studies on culturally responsive teaching (CRT) in low-achieving, high-poverty public schools in the U.S., limited research exists on culturally responsive teaching in affluent K-12 schools in terms of meeting the academic and social needs of low-SES and marginalized students. The dissertation study addresses this gap. It explores how the teachers and a principal, in an affluent school district in California, conceptualized culturally responsive teaching in terms of meeting the intellectual and social needs of low-SES and marginalized students.
dc.description.sponsorship Department of Educational Leadership
dc.format.extent xi ; 154 p.
dc.subject.lcsh Multicultural education
dc.subject.lcsh Inclusive education
dc.subject.lcsh Educational change
dc.subject.lcsh Educational leadership
dc.title Closing the Opportunity Gap Through Culturally Responsive Teaching : A Case Study at the Fillmore Unified School District
dc.type Dissertation
dc.date.updated 2017-12-11T23:25:59Z
dc.language.rfc3066 en
thesis.degree.name Doctorate in Education
thesis.degree.name Doctorate in Educational Leadership for Social Justice

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