Date Approved
8-27-2013
Embargo Period
3-3-2020
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
Browne, Susan
Subject(s)
Culturally relevant pedagogy; Education, Preschool
Disciplines
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Abstract
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.
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
