The Case For Cultural Proficiency For Teachers Of Students Of Color Who Live In Poverty: A Policy Advocacy Document

<p>This document explores how expanding educators’ cultural proficiency leads to increased learning opportunities for students of color who live in poverty. Through the development of culturally responsive curriculum and instruction, teachers might increase their abilities to meet the needs of previously disenfranchised students. A connection exists between differentiated instruction and culturally responsive instruction, as both require a heightened understanding of students’ schema, interests, and culture. This policy argues that increasing educators’ cultural proficiency should not be done simply to increase teacher effectiveness with instruction but rather because it is a moral obligation of schools. </p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Disability and Equity in Education

Year dc:date.available

2016

Author dc:creator

• Finch, Perry A

Contributors dc:contributor

• Dr. Jack Denny
• Dr. Norm Weston

• cultural proficiency
• culturally responsive instruction
• differentiation
• Educational Administration and Supervision
• Educational Leadership

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/221

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1230