Impact of Student Voice in the (Dis) Engagement of Middle School Students in Urban Elementary School and Academic Achievement

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Curriculum, Advocacy, and Policy

Year dc:date.available

2025

Author dc:creator

• Lloyd, Valandra N.

Contributors dc:contributor

• Todd Price
• Angela Elkordy
• Rob Morrison

• Engagement
• Student Voice
• Culturally Relevant Pedagogy
• Culturally Responsive
• Culturally Sustaining
• Curriculum and Social Inquiry

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/987

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-2050