This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research on culturally responsive pedagogy. This research study was a program evaluation based on data gathered from the alumni of the program using classroom observations, surveys, and focus groups as data collection methods. Focusing on the concepts of equity, inquiry, and culturally responsive pedagogy, this study indicates program graduates did practice these concepts in their classrooms well, but with superficial understanding of the theory. The study suggests that in order for teachers to be agents of change and teach for social justice, a deeper understanding of the theory should be infused into the program.
","abstract_html":"<p>This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research on culturally responsive pedagogy. This research study was a program evaluation based on data gathered from the alumni of the program using classroom observations, surveys, and focus groups as data collection methods. Focusing on the concepts of equity, inquiry, and culturally responsive pedagogy, this study indicates program graduates did practice these concepts in their classrooms well, but with superficial understanding of the theory. The study suggests that in order for teachers to be agents of change and teach for social justice, a deeper understanding of the theory should be infused into the program.</p>","abstract_has_math":false,"creators":["O'Connor, Deborah A."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-08-01T07:00:00Z","date_published":"2011-08-01T07:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["culturally responsive pedagogy","elementary teacher education","undergraduate","equity","inquiry","Elementary Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/48","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["O'Connor, Deborah A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally responsive pedagogy","elementary teacher education","undergraduate","equity","inquiry","Elementary Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/48"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research on culturally responsive pedagogy. This research study was a program evaluation based on data gathered from the alumni of the program using classroom observations, surveys, and focus groups as data collection methods. Focusing on the concepts of equity, inquiry, and culturally responsive pedagogy, this study indicates program graduates did practice these concepts in their classrooms well, but with superficial understanding of the theory. The study suggests that in order for teachers to be agents of change and teach for social justice, a deeper understanding of the theory should be infused into the program.
"]},{"key":"dc:title","label":"Title","values":["Undergraduate Elementary Teacher Education Program and Culturally Responsive Pedagogy"]}]}],"canonical_facts":{"dc:creator":["O'Connor, Deborah A."],"dc:date.available":["2012-05-03T07:00:00Z"],"dc:description.abstract":["This study examined an undergraduate elementary teacher education program that had been redesigned based on outcomes of a Teacher Quality Education grant and research on culturally responsive pedagogy. This research study was a program evaluation based on data gathered from the alumni of the program using classroom observations, surveys, and focus groups as data collection methods. Focusing on the concepts of equity, inquiry, and culturally responsive pedagogy, this study indicates program graduates did practice these concepts in their classrooms well, but with superficial understanding of the theory. The study suggests that in order for teachers to be agents of change and teach for social justice, a deeper understanding of the theory should be infused into the program.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/48"],"dc:subject":["culturally responsive pedagogy","elementary teacher education","undergraduate","equity","inquiry","Elementary Education and Teaching","Teacher Education and Professional Development"],"dc:title":["Undergraduate Elementary Teacher Education Program and Culturally Responsive Pedagogy"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}