Culturally Relevant Pedagogy is defined as, using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively (Horowitz et al., 2018). Building relationships with students to understand their backgrounds and experiences to implement the best teaching practices such as accessing prior knowledge and making connections is imperative in a culturally diverse school with students with various learning styles, abilities, and interests. Moreover, the state of Georgia requires teachers to implement instructional practices relevant to students’ culture and learning abilities to receive proficient scores on their yearly evaluations. However, the state must provide its teachers with the knowledge and training required to support students in these areas and to create classrooms that are culturally relevant in instruction and student interaction. In this study, teachers complete a self-audit evaluation of their culturally relevant classrooms, participate in interviews, and attend a focus group session, to assess how they are implementing culturally relevant pedagogical practices in their Title 1 science classrooms.
","abstract_html":"<p>Culturally Relevant Pedagogy is defined as, using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively (Horowitz et al., 2018). Building relationships with students to understand their backgrounds and experiences to implement the best teaching practices such as accessing prior knowledge and making connections is imperative in a culturally diverse school with students with various learning styles, abilities, and interests. Moreover, the state of Georgia requires teachers to implement instructional practices relevant to students’ culture and learning abilities to receive proficient scores on their yearly evaluations. However, the state must provide its teachers with the knowledge and training required to support students in these areas and to create classrooms that are culturally relevant in instruction and student interaction. In this study, teachers complete a self-audit evaluation of their culturally relevant classrooms, participate in interviews, and attend a focus group session, to assess how they are implementing culturally relevant pedagogical practices in their Title 1 science classrooms.</p>","abstract_has_math":false,"creators":["Ducre, Micah"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Tamela Thomas, Ph.D","Nicholas Clegorne, Ph.D","Keneisha Harrington, Ph.D"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-14T08:00:00Z","date_published":"2023-12-14T08:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["culturally relevant pedagogy","title 1 schools","science instruction","Curriculum and Instruction","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/71","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tamela Thomas, Ph.D","Nicholas Clegorne, Ph.D","Keneisha Harrington, Ph.D"]},{"key":"dc:creator","label":"Author","values":["Ducre, Micah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally relevant pedagogy","title 1 schools","science instruction","Curriculum and Instruction","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/71"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Culturally Relevant Pedagogy is defined as, using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively (Horowitz et al., 2018). Building relationships with students to understand their backgrounds and experiences to implement the best teaching practices such as accessing prior knowledge and making connections is imperative in a culturally diverse school with students with various learning styles, abilities, and interests. Moreover, the state of Georgia requires teachers to implement instructional practices relevant to students’ culture and learning abilities to receive proficient scores on their yearly evaluations. However, the state must provide its teachers with the knowledge and training required to support students in these areas and to create classrooms that are culturally relevant in instruction and student interaction. In this study, teachers complete a self-audit evaluation of their culturally relevant classrooms, participate in interviews, and attend a focus group session, to assess how they are implementing culturally relevant pedagogical practices in their Title 1 science classrooms.
"]},{"key":"dc:title","label":"Title","values":["Culturally Relevant Pedagogy in High School Science: Assessing the Implementation in Title 1 Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Tamela Thomas, Ph.D","Nicholas Clegorne, Ph.D","Keneisha Harrington, Ph.D"],"dc:creator":["Ducre, Micah"],"dc:date.available":["2023-12-12T08:00:00Z"],"dc:description.abstract":["Culturally Relevant Pedagogy is defined as, using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively (Horowitz et al., 2018). Building relationships with students to understand their backgrounds and experiences to implement the best teaching practices such as accessing prior knowledge and making connections is imperative in a culturally diverse school with students with various learning styles, abilities, and interests. Moreover, the state of Georgia requires teachers to implement instructional practices relevant to students’ culture and learning abilities to receive proficient scores on their yearly evaluations. However, the state must provide its teachers with the knowledge and training required to support students in these areas and to create classrooms that are culturally relevant in instruction and student interaction. In this study, teachers complete a self-audit evaluation of their culturally relevant classrooms, participate in interviews, and attend a focus group session, to assess how they are implementing culturally relevant pedagogical practices in their Title 1 science classrooms.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/71"],"dc:subject":["culturally relevant pedagogy","title 1 schools","science instruction","Curriculum and Instruction","Science and Mathematics Education"],"dc:title":["Culturally Relevant Pedagogy in High School Science: Assessing the Implementation in Title 1 Classrooms"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}