CANCELLED. Utilizing Action Research to Develop a Culturally Responsive Teaching Professional Development Guide

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-19 - Teacher as Researcher Reimagined: Building New Ways of Thinking and Acting for Educational Equity

Abstract

This qualitative research study utilized participatory action research to examine the perceived culturally responsive attitudes, behaviors, and skills of teachers. First, a theoretical culturally responsive teaching professional development guide was developed from synthesizing scholarly culturally responsive literature and research. During two focus group meetings the participants revised the theoretical culturally responsive teaching professional development guide into a teacher-friendly culturally responsive teaching tool. Then a semantic analysis was conducted to ensure the participants’ revisions maintained the integrity of the theoretical culturally responsive teaching professional development guide. Resulting from this research study are findings that teachers’ voices should be utilized to create culturally responsive teaching tools.

Author

• Pamela Long, Providence Day School