Culturally responsive teaching is a pedagogical practice that incorporates cultural knowledge, prior experiences, frames of reference, and performance styles of students to make learning encounters more relevant and effective. The purpose of this study is to evaluate the impact of culturally responsive teaching on the academic achievement of African American students. The context of this inquiry is at a minority-majority Title I high school within a large urban school district. The district and evaluation school previously adopted a culturally responsive teaching initiative. My mixed-method study captures the quantitative performance of students within the school in teachers' classrooms using culturally responsive teaching strategies and the qualitative perspective of teachers, administrators, and parents about culturally responsive teaching's impact on student achievement.
","abstract_html":"<p>Culturally responsive teaching is a pedagogical practice that incorporates cultural knowledge, prior experiences, frames of reference, and performance styles of students to make learning encounters more relevant and effective. The purpose of this study is to evaluate the impact of culturally responsive teaching on the academic achievement of African American students. The context of this inquiry is at a minority-majority Title I high school within a large urban school district. The district and evaluation school previously adopted a culturally responsive teaching initiative. My mixed-method study captures the quantitative performance of students within the school in teachers' classrooms using culturally responsive teaching strategies and the qualitative perspective of teachers, administrators, and parents about culturally responsive teaching's impact on student achievement.</p>","abstract_has_math":false,"creators":["Clark, Jessica"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Christie McMullen","Tamara Cornwell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-06-01T07:00:00Z","date_published":"2023-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Culturally Responsive Teaching","Achievement Gap","Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/751","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christie McMullen","Tamara Cornwell"]},{"key":"dc:creator","label":"Author","values":["Clark, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-07-21T07:00:00Z"]},{"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 Teaching","Achievement Gap","Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/751"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Culturally responsive teaching is a pedagogical practice that incorporates cultural knowledge, prior experiences, frames of reference, and performance styles of students to make learning encounters more relevant and effective. The purpose of this study is to evaluate the impact of culturally responsive teaching on the academic achievement of African American students. The context of this inquiry is at a minority-majority Title I high school within a large urban school district. The district and evaluation school previously adopted a culturally responsive teaching initiative. My mixed-method study captures the quantitative performance of students within the school in teachers' classrooms using culturally responsive teaching strategies and the qualitative perspective of teachers, administrators, and parents about culturally responsive teaching's impact on student achievement.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Culturally Responsive Teaching on the Achievement of African American Students"]}]}],"canonical_facts":{"dc:contributor":["Christie McMullen","Tamara Cornwell"],"dc:creator":["Clark, Jessica"],"dc:date.available":["2023-07-21T07:00:00Z"],"dc:description.abstract":["Culturally responsive teaching is a pedagogical practice that incorporates cultural knowledge, prior experiences, frames of reference, and performance styles of students to make learning encounters more relevant and effective. The purpose of this study is to evaluate the impact of culturally responsive teaching on the academic achievement of African American students. The context of this inquiry is at a minority-majority Title I high school within a large urban school district. The district and evaluation school previously adopted a culturally responsive teaching initiative. My mixed-method study captures the quantitative performance of students within the school in teachers' classrooms using culturally responsive teaching strategies and the qualitative perspective of teachers, administrators, and parents about culturally responsive teaching's impact on student achievement.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/751"],"dc:subject":["Culturally Responsive Teaching","Achievement Gap","Education","Educational Leadership"],"dc:title":["The Impact of Culturally Responsive Teaching on the Achievement of African American Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}