This formative mixed-methods evaluation study explores the impact of culturally inclusive teaching practices on student voice, engagement, and academic outcomes among middle school students in an urban elementary school. Grounded in the theoretical frameworks of Culturally Relevant Pedagogy (Ladson-Billings), Culturally Responsive Teaching (Gay), and Culturally Sustaining Pedagogy (Paris & Alim), the study addresses persistent academic disparities experienced by students of color. Using classroom observations, student surveys, student focus groups, and teacher interviews, the research examines how teacher facilitation and inclusive classroom environments affect behavioral, emotional, and cognitive engagement. Findings will inform actionable strategies to amplify student voice and promote culturally inclusive pedagogy. This study aims to address the demographic mismatch between teachers and students and to contribute to the discourse on equity and instructional reform in urban schools. The research has implications for teacher preparation, school policy, and educational leadership, highlighting the transformative role of culturally inclusive practices in supporting educational justice and closing achievement and opportunity gaps.
","abstract_html":"<p>This formative mixed-methods evaluation study explores the impact of culturally inclusive teaching practices on student voice, engagement, and academic outcomes among middle school students in an urban elementary school. Grounded in the theoretical frameworks of Culturally Relevant Pedagogy (Ladson-Billings), Culturally Responsive Teaching (Gay), and Culturally Sustaining Pedagogy (Paris & Alim), the study addresses persistent academic disparities experienced by students of color. Using classroom observations, student surveys, student focus groups, and teacher interviews, the research examines how teacher facilitation and inclusive classroom environments affect behavioral, emotional, and cognitive engagement. Findings will inform actionable strategies to amplify student voice and promote culturally inclusive pedagogy. This study aims to address the demographic mismatch between teachers and students and to contribute to the discourse on equity and instructional reform in urban schools. The research has implications for teacher preparation, school policy, and educational leadership, highlighting the transformative role of culturally inclusive practices in supporting educational justice and closing achievement and opportunity gaps.</p>","abstract_has_math":false,"creators":["Lloyd, Valandra N."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Todd Price","Angela Elkordy","Rob Morrison"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-06-01T07:00:00Z","date_published":"2025-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Engagement","Student Voice","Culturally Relevant Pedagogy","Culturally Responsive","Culturally Sustaining","Curriculum and Social Inquiry"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/987","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Todd Price","Angela Elkordy","Rob Morrison"]},{"key":"dc:creator","label":"Author","values":["Lloyd, Valandra N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"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":["Engagement","Student Voice","Culturally Relevant Pedagogy","Culturally Responsive","Culturally Sustaining","Curriculum and Social Inquiry"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/987"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This formative mixed-methods evaluation study explores the impact of culturally inclusive teaching practices on student voice, engagement, and academic outcomes among middle school students in an urban elementary school. Grounded in the theoretical frameworks of Culturally Relevant Pedagogy (Ladson-Billings), Culturally Responsive Teaching (Gay), and Culturally Sustaining Pedagogy (Paris & Alim), the study addresses persistent academic disparities experienced by students of color. Using classroom observations, student surveys, student focus groups, and teacher interviews, the research examines how teacher facilitation and inclusive classroom environments affect behavioral, emotional, and cognitive engagement. Findings will inform actionable strategies to amplify student voice and promote culturally inclusive pedagogy. This study aims to address the demographic mismatch between teachers and students and to contribute to the discourse on equity and instructional reform in urban schools. The research has implications for teacher preparation, school policy, and educational leadership, highlighting the transformative role of culturally inclusive practices in supporting educational justice and closing achievement and opportunity gaps.
"]},{"key":"dc:title","label":"Title","values":["Impact of Student Voice in the (Dis) Engagement of Middle School Students in Urban Elementary School and Academic Achievement"]}]}],"canonical_facts":{"dc:contributor":["Todd Price","Angela Elkordy","Rob Morrison"],"dc:creator":["Lloyd, Valandra N."],"dc:date.available":["2026-05-07T07:00:00Z"],"dc:description.abstract":["This formative mixed-methods evaluation study explores the impact of culturally inclusive teaching practices on student voice, engagement, and academic outcomes among middle school students in an urban elementary school. Grounded in the theoretical frameworks of Culturally Relevant Pedagogy (Ladson-Billings), Culturally Responsive Teaching (Gay), and Culturally Sustaining Pedagogy (Paris & Alim), the study addresses persistent academic disparities experienced by students of color. Using classroom observations, student surveys, student focus groups, and teacher interviews, the research examines how teacher facilitation and inclusive classroom environments affect behavioral, emotional, and cognitive engagement. Findings will inform actionable strategies to amplify student voice and promote culturally inclusive pedagogy. This study aims to address the demographic mismatch between teachers and students and to contribute to the discourse on equity and instructional reform in urban schools. The research has implications for teacher preparation, school policy, and educational leadership, highlighting the transformative role of culturally inclusive practices in supporting educational justice and closing achievement and opportunity gaps.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/987"],"dc:subject":["Engagement","Student Voice","Culturally Relevant Pedagogy","Culturally Responsive","Culturally Sustaining","Curriculum and Social Inquiry"],"dc:title":["Impact of Student Voice in the (Dis) Engagement of Middle School Students in Urban Elementary School and Academic Achievement"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}