Date of Award

Fall 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Michelle Bennett

Abstract

This qualitative study investigated the impact of a guided book study on middle school classroom teacher perceptions of cultural proficiency and culturally responsive teaching (CRT) practices in one middle school environment. Data were collected from seven middle school teachers who participated in the study. A participatory action research (PAR) approach, an online interest survey, reflection questions, an anticipation guide, Get Centered questions, interview questions, and field notes were utilized to gather the perceptions. The outcome of the study demonstrated a shift in teacher perceptions regarding cultural proficiency and CRT practices. The participants shared an increased understanding and willingness to attempt new strategies and implement the new learning in their instructional practices. The study also revealed the challenges and barriers that impacted teacher performance in the classroom prior to and during the study. Overall, the findings showed teacher collaboration, professional learning opportunities, and access to resources to support teachers in their teaching practices and creating a supportive learning environment.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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