Culturally Responsive Literacy Instruction

This qualitative study examined the incorporation of culturally responsive literacy instruction. The purpose was to explore teachers’ perception of effective culturally responsive literacy and instruction and ways in which the participants implemented culturally responsive literacy instruction. This study identified and explored three themes affecting three ways in which the participants incorporated culturally responsive literacy into their classrooms. The findings of this qualitative study align with literature on culturally responsive literacy instruction

A Phenomenological Study of Teacher Collaboration Using A Professional Learning Community Model

This study explored teacher collaboration in a school in North Carolina. Through data collection and analysis of teacher focus groups and interviews using a semi-structured interview protocol, the perception of teacher collaboration on student learning outcomes was investigated. The study included 22 participants. Common themes were identified and explored. Participant’s statements were provided. The findings of this qualitative study align with relevant research in that school leadership cultivates effective teacher collaboration

Stakeholders’ Perceptions of Culturally Responsive Leadership in a K-12 Public Charter School in North Carolina

The purpose of this instrumental case study was to explore stakeholders’ perceptions of the culturally responsive leadership practices of charter school leaders. The goals were: (a) to explore how the school leadership team perceived culturally responsive leadership in a K-12 charter school in North Carolina, (b) to explore how the teachers perceived culturally responsive teaching and learning in a K-12 charter school in North Carolina, and (c) to explore how parents perceived a culturally responsive home-school connection in a K-12 charter school in North Carolina. The participants were members of the school leadership team, teachers, and parents. Results revealed the school leadership team, teachers, and parents were unanimous in their belief that culturally responsive leadership created a sense of belonging for all stakeholders. The results suggest that charter school leadership should perform functions that include: (a) fostering a common view of the organization’s vision and mission among all stakeholders or members of the group by modeling culturally responsive practices; (b) providing an equitable distribution of resources, professional development, and other opportunities to meet the needs of diverse students and their diverse teachers; and (c) providing conditions that allow teachers and parents to react to the learning needs of diverse students

A Phenomenological Study of Cultural Responsiveness in Special Education

The purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability to understand the academic needs of their racially, culturally, and ethnically diverse special education students and the ways in which their values and beliefs influenced their use of culturally responsive practices in the special education classroom. This study revealed five major reasons for the disproportionate number of Black students in special education as perceived by three White teachers in North Carolina: (a) the inadequate coursework in teacher education programs regarding teaching strategies to effectively teach racially, culturally, and ethnically diverse (RCED) students, (b) the cultural dissonance that created a divide between White teachers and their racially, culturally, and ethnically diverse students, (c) lack of knowledge on the instructional strategies that should be utilized in order to effectively teach racially, culturally, and ethnically diverse students, (d) cultural considerations for Response to Interventions (RtIs) and (e) a disconnect between the home-school cultures. It is significant because findings from this study could add to the knowledge base of strategies to close or eliminate the achievement gap of racially, culturally, and ethnically diverse students in special education programs. Furthermore, these experiences may provide an additional opportunity for local educational agencies (LEAS) to examine the impact of culturally responsive teaching practices on the achievement of RCED students in the special education classroom