Date of Award

Fall 11-13-2019

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Philip O. Pendley

Second Advisor

Minda Stackelhouse

Third Advisor

Tiffany Hill

Abstract

Purpose: The purpose of this phenomenological study was to determine what former County Teachers of the Year understand and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally Responsive Factors (developing personal relationships, creating caring learning communities, establishing a business-like learning environment, establishing congruent communication processes and, teaching with assertiveness and clearly stating expectations).

Methodology: This qualitative study used a phenomenological design to discover what former County Teachers of the Year do to identify and describe as the methods they use for culturally responsive classroom management with respect to Brown’s Five Culturally Responsive Factors. The data were collected through interviews and artifact analysis.

Findings: Analysis of the data revealed that former County Teachers of the Year used several methods used for culturally responsive classrooms based on Brown’s Five Culturally Responsive Factors. Each of the factors yielded three methods that former County Teachers of the Year identifies as methods used for culturally responsive classrooms. Regarding developing personal relationships teachers identified three methods, which included welcoming and greeting student’s daily, genuine conversations about personal interests, and connecting students to curriculum. Regarding creating caring learning communities, teachers identified three methods, which included collaborative learning, learning about each other through curriculum, and self-monitoring. Regarding creating a business-like environment, teachers identified three methods, which included every student has a role, every student experiences success, and soft skills. Regarding congruent communication processes, teachers identified three methods, which included praise students, reprimand in private, no judgment, value them, and be present. Regarding teaching with assertiveness and clearly stating expectations, teachers identified three methods, which included expectations are the same for all, model behavior/expectations, and self-reflection.

Conclusion: The researcher concluded there were five areas of focus based on the data. The five areas included: (a) relationships of trust, (b) collaboration, (c) student self-worth, (d) teachers’ words and actions, and (e) teachers modeling behavior and expectations. These areas were key to creating a culturally responsive classroom.

Recommendations: Three areas of further research were recommended to increase the body of knowledge related to these variables.

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