In Culturally Responsive Pedagogy: Promising Practices for African
American Male Students, I take us on a journey into teachers'
perceptions of the impact of implementing culturally responsive
pedagogical (CRP) practices on the student learning outcomes of
African American male students. The book also helps to identify
teachers' perceptions of the CRP strategies needed in the
elementary school setting to address the diverse needs of African
American male students. I share the story of educators from a
large, diverse elementary school in an urban school district, who
have made it their mission to provide African American male
students with culturally responsive learning environments where
they can thrive. Throughout the book, I make it clear that the
implementation of CRP practices has a direct impact on the student
learning outcomes of African American male students. The book
provides additional research into the existing literature on CRP
practices. Through a case study approach, my work allows for
additional insight into the potential impact of CRP practices on
the student learning outcomes of African American male students in
an urban elementary school setting. The book takes us on a journey
of highs and lows, ups and downs, and failures and successes.
Throughout the book, rich, detailed stories and descriptions are
shared based on classroom observations, interviews, and student
learning outcomes collected from three elementary school teachers
from diverse backgrounds and various years of experience. Classroom
observations were conducted using the Culturally Responsive
Instruction Observation Protocol (TM) (CRIOP) instrument to assess
the practices being implemented in the classroom. As I focused on
the hard realities that face African American male students in
today's classrooms, I identified six emerging themes, including one
overarching emerging theme, and three promising practices that
surfaced during my research. The CRP practices implemented proved
helpful toward increasing learning outcomes for African American
male students, and, ultimately, closing the achievement gap. As an
African American educator, I have been able to see how the lack of
culturally responsive practices creates learning obstacles for
African American male students. These learning obstacles continue
to plague a group that has been historically marginalized in our
society. The implementation of CRP practices provides educators
with an avenue to remedy a social justice issue that has plagued
our nation for years. The information shared in this book can be
beneficial for all those invested in closing the achievement gap
and increasing student learning outcomes through the use of
culturally responsive practices, including pre-service and
in-service teachers, administrators, caregivers, community
advocates, educational researchers, and policy makers.
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