Fostering culturally responsive teaching in an urban preschool: a qualitative case study

Preschool years are significantly important for students in urban districts. Early childhood helps set the foundation for learning about school culture. Students who are able to connect their home environment to the school environment tend to do better in their academic setting. Fostering a pedagogy that is culturally sensitive to students is a teaching stance that enables success with curriculum and addresses the inequities that accompany low socioeconomic students. The purpose of this qualitative case study is to explore four urban teachers' formal understanding of culturally responsive pedagogy within an urban preschool. The teachers' espoused and enacted practice formulated the content of professional development workshops to help transform their current pedagogy.

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2013

Author dc:creator

• Jones, Denise

Contributors dc:contributor

• Browne, Susan

• Culturally relevant pedagogy; Education, Preschool
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education

Repository record dc:identifier

https://rdw.rowan.edu/etd/426

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1425