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Fostering Culturally Responsive Teaching in an Urban Preschool: a Qualitative Case Study

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Fostering Culturally Responsive Teaching in an Urban Preschool: a Qualitative Case Study Rowan University Rowan Digital Works Theses and Dissertations 8-27-2013 Fostering culturally responsive teaching in an urban preschool: a qualitative case study Denise Jones Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Jones, Denise, "Fostering culturally responsive teaching in an urban preschool: a qualitative case study" (2013). Theses and Dissertations. 426. https://rdw.rowan.edu/etd/426 This Dissertation is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. FOSTERING CULTURALLY RESPONSIVE TEACHING IN AN URBAN PRESCHOOL: A QUALITATIVE CASE STUDY by Denise T. Jones A Dissertation Submitted to the Department of Educational Leadership College of Education In partial fulfillment of the requirements For the degree of Doctor of Education at Rowan University July 16, 2013 Dissertation Chair: Susan Browne, Ed.D. © 2013 Denise Tanya Jones Dedication “And he shall be like a tree planted by the rivers of water, that bringeth forth his fruit in his season; his leaf also shall not wither; and whatsoever he doeth shall prosper.” Psalm 1:3. The completion of this dissertation and creativity in this document were inspired by the Holy Spirit. God, I thank you for guiding and helping me persevere through this process, even during my season of loss. God, without you I can do nothing. I am eternally grateful in how you use me daily to demonstrate your wonderful gifts. This work of art is dedicated to the memory of my mother, Nettie Jones, who led the way for achieving greatness and crafted an unusual work ethnic in me. Thank you for the legacy you left with me. My accomplishments are dedicated to the memory of my father, David Pewu, my brothers, Curtis and Craig Jones. This season of success is dedicated to the memory of my Aunt, Jean Brown, who allowed me the space to talk, cry, and laugh my way through the storm. Thank you for the word of God and love you poured in me during your season here on earth. Acknowledgements I would like to thank Barbara Bungy, my sister and friend for her endless encouragement and prayers. Barbara, you are a true sister in Christ and I am blessed and humbled by your compassion and support. Thank you for helping me balance work with play. I am also thankful for Dr. Marcia Ashting-Whiting, who acted as a midwife and encouraged me to push to the end. To my dissertation committee members, Dr. Susan Browne, Dr. Monica Kerrigan, and Dr. Patrick Westcott, for their commitment, time, and seeing my dissertation to its completion. Thank you for encouraging me to explore and examine more. I would like to thank my building principal for allowing me to evolve into a leader during the dissertation process. I am grateful for my colleagues, for their dedication and participation in helping to foster culturally responsive pedagogy among students. iv Abstract Denise Tanya Jones FOSTERING CULTURALLY REPSONSIVE TEACHING IN AN URBAN PRESCHOOL: A QUALIATIVE CASE STUDY 2012/2013 Susan Brown, Ed. D. Doctorate in Educational Leadership Preschool years are significantly important for students in urban districts. Early childhood helps set the foundation for learning about school culture. Students who are able to connect their home environment to the school environment tend to do better in their academic setting. Fostering a pedagogy that is culturally sensitive to students is a teaching stance that enables success with curriculum and addresses the inequities that accompany low socioeconomic students. The purpose of this qualitative case study is to explore four urban teachers’ formal understanding of culturally responsive pedagogy within an urban preschool. The teachers’ espoused and enacted practice formulated the content of professional development workshops to help transform their current pedagogy. v Table of Contents Abstract............................................................................................................................... v List of Figures..................................................................................................................... x Chapter 1............................................................................................................................. 1 Culturally Responsive Teaching in Urban Schools ........................................................ 5 Statement of the Problem................................................................................................ 7 Purpose of the Study..................................................................................................... 10 Research Questions....................................................................................................... 12 Importance of the Study................................................................................................ 12 Limitations of Study ..................................................................................................... 19 Conclusion .................................................................................................................... 20 Chapter 2: Literature Review............................................................................................ 21 Multicultural Education ................................................................................................ 21 Social Inequality of African Americans in the United States....................................... 25 Background of Culturally Responsive Teaching .......................................................... 27 Cultural Knowledge, Pre-service and Current Teachers .............................................. 29 Sociocultural Perspectives: Pedagogy and Curriculum ................................................ 32 Teacher’s Role in Fostering Culturally Responsive Teaching ..................................... 36 Implementing Culturally Responsive Practices in Urban Settings............................... 38 Theoretical Framework................................................................................................. 41 Restructuring Culturally Responsive Pedagogy through Professional Development .. 43 Conclusion .................................................................................................................... 47 vi Table of Contents (Continued) Chapter 3: Methodology ................................................................................................... 48 Research Design ........................................................................................................... 49 Research Questions....................................................................................................... 52 Setting ........................................................................................................................... 53 Participants.................................................................................................................... 55 Data Collection Methods .............................................................................................. 60 Teacher Interviews........................................................................................................ 61 Classroom Observations ............................................................................................... 61 Documents and Artifacts .............................................................................................. 63 Data Analysis................................................................................................................ 63 Data Reduction ............................................................................................................. 66 Coding........................................................................................................................... 67 Rationale of Research Methods .................................................................................... 68 Evaluation of Action Research Cycles ......................................................................... 73 Instrumentation ............................................................................................................. 84 Participant Researcher .................................................................................................. 86 Trustworthiness............................................................................................................. 88 Validity ......................................................................................................................... 89 Peer Review .................................................................................................................. 91 Member Checking......................................................................................................... 91 Conclusion .................................................................................................................... 92 Chapter 4 Results and Findings ........................................................................................ 94 vii Table of Contents (Continued) Participants' Formal Knowledge Base .......................................................................... 97 Enacted Teaching Stance ...........................................................................................
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