From Control to Care: A Multiple Case Study of Memphis Charter School Teachers' Classroom Management Practices and Perspectives

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Culturally Responsive Teaching and Teacher Education (Table 6)

Abstract

This multiple case study explores how Memphis charter school teachers with positive classroom management approaches perceive and utilize the tenets of Culturally Responsive Classroom Management (CRCM) in their classroom management approach and application of exclusionary discipline policies. Collecting data across three Memphis charter schools, data sources include interviews, classroom observations, and post-observation debriefs, analyzed thematically to identify key findings. This research highlights the potential of CRCM to address discipline disparities, particularly for Black students, through equitable and culturally responsive practices, while informing professional development and policy creation. By bridging theoretical and practical insights, the study advances equity-driven classroom management strategies, offering valuable implications for educators in urban charter school contexts. Data analysis will conclude by Spring 2025.

Author

• Emily Hannah McFarland, Baylor University