The achievement gap between African American students and Caucasian students continues to be a problem in the United States of America. One universal method used to determine student achievement is standardized assessments. Student-centered learning approaches such as culturally responsive teaching, blended learning, and small group instruction have been employed to improve student performance. This quasi-experimental applied dissertation was designed to assess how a culturally responsive blended learning intervention affects teachers’ culturally responsive teaching self-efficacy, teachers’ understanding of ways to use instructional technology in culturally responsive ways, and students’ English Language Arts (ELA) proficiency. Both middle school ELA teacher participants in the research study completed two pre and post surveys to determine teachers’ culturally responsive teaching self-efficacy and teachers’ perceptions of culturally responsive teaching in technology-supported learning environments. During a 4-week culturally responsive blended learning intervention period, the researcher conducted weekly class visits and used the CRPC (Appendix C) as they observed each teacher. ELA quarterly assessments data were used to analyze ELA Proficiency and to assess the impact of the intervention. Results of the study revealed that before and after the intervention period both participants perceived themselves to be teachers who use and can use culturally responsive teaching practices in their classrooms, including when incorporating technology. Also, while student quarterly assessment data did not reveal a statistically significant difference between pretest and posttest results, the intervention teacher’s students showed a slight increase in performance. An increased sample size and a mixed methods experimental design are among recommendations for future research.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Roslyn Doctorow (Supervisor), Linda Gaughan (Advisor) & Kimberly Durham (Advisor) |
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