C Wells Annonatations II

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Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms Dr. Freeman Annotated Bibliographies II HUDE 501-Design and Analysis of Research Projects

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 2 MEMO To: Dr. Freeman From: Chakoria Wells Date: March 15, 2015 Subj: Literature Search Results This memo serves to identify the databases, keywords, keyword combinations, and article inclusion/exclusion criteria used in searching the related literature for my dissertation, and the results of that search. Research Topic: Examining Culture Responsive Pedagogy in Pre-Kindergarten Classrooms. The purpose of this study is to examine the strategies of cultural responsive teaching practices in early childhood centers to determine if such practices impact student achievement within their classroom settings. Databases Searched: Ebscohost/Academic Search Premiere; PsycInfo; PsychArticles; ERIC; JSTOR; Science Direct; SAGE Keywords: culture responsive pedagogy*, culture responsive teaching (CRT), Pre- kindergarten* (preschool), achievement gap, academic achievement EBSCOHOST (Academic Search Premiere; PsycInfo; PsycArticles; ERIC; JSTOR) Keyword(s) Search Combinations Results # of Articles Included Achievement gap + culture responsive pedagogy + CRT+ African American children 489 14

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 3 Au, K. (1998). Social Constructivism and the School Literacy Learning of Students of Diverse Background. Journal of Literacy Research 2 297-319. In this theoretical review the author suggests the idea that social constructivism proposals should be considered for reshaping schooling. Au goes on and states that this approach may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. The author addresses the achievement gap regarding culturally diverse students from a social constructivist point of view. Au highlights five approaches for literacy achievement; linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. The author pointed out that majority of students affected by the achievement gap is from low-income African American homes. Although, the achievement gap has closed by 7 percent in the last 10 years, AA are still below grade level when compared to European Americans. Another point that Au highlighted Cummins Theoretical Framework of “empowerment” to engage culturally diverse students. Cummins framework states that empowering students builds confidence in their self-identity as well as school structures. This explanation of empowering students provides support to my research variable of self- identity among prek students. If teachers are empowering students as early as prek they can aide with school learning. Bergeron, B. (2008) Enacting a Culturally Responsive Curriculum in a Novice Teacher’s Classroom. Urban Education 43(4) 4-28. This study focuses on a case study approach of CRT among a novice teacher. The author examined a teacher from a traditional bachelors program, who decided to take a job in an urban area. This article highlighted the challenges that a first year teacher has with identifying the cultural climate of her class while incorporating CRT. Bergeron used the case study approach embedded in narration to describe the approaches in the classroom. Findings from these case study method are mixed, the author talks about the mentorship she yielded to the teacher, but vaguely expressed how CRT directly helped the teacher within the classroom setting. This study helps me understand the importance of clearing outlining the methodology within my study; by reading this study I plan on seeking a quantitative way to examine CRT in prek classrooms in hopes of eliminated researcher bias. Brown, M. R. (2007). Educating All Students: Creating Culturally

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Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 4 Responsive Teachers, Classrooms, and Schools. Intervention in School and Clinic . 43(1) 57 – 62. In this research article Brown addresses the dramatic demographic shift in the United Sates within the next twenty years. She states the changes in the racial, cultural, and linguistic diversity of the student population is not the problem, however the problem lies in the way educators have responded to that change. The way in which educators respond could affect the self-esteem and academic success of students from these racial, cultural, and linguistic backgrounds. The author suggests that in order to bring about a true change of the current educational system, we need a better understanding of culturally responsive practices and it’s potential for improving student learning outcomes. This article highlights connections to CRT, teacher perspectives, and student outcomes, these variables are all important to my need for CRT in prek. Brown highlighted a lot of variables that are foundational for early childhood education. Chamberlin, S. (2005) Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention in School and Clinic 40(4) 195-211. This research article explains a variety of ways that culture effects teacher-student interactions, it summaries the outcomes of CRT practices to help culturally diverse students excel within the classroom. One valuable point that this article makes is the overrepresentation of referrals from general education teachers regarding culturally diverse students. The author explains that CLD learners are often misunderstood by teachers who are not sensitive to their backgrounds, and lack the ability to discern between underachievement due to a disability or by other reasons. The recommendations of this literature article state that teachers should become more knowledgeable about students backgrounds, the laws, and prereferral interventions. Reading this article helped me examine CRT in a new perspective as it relates more directly with school psychology. Cummins, J. (1986). Empowering Minority Students: A Framework for Intervention. Harvard Educational Review . 56(1) 655-678. The author purposes a theoretical framework for investigating minority students’ school failure and the lack of success of previous attempts at educational reorganization. The author suggests that past attempts have been unsuccessful because they have not clearly defined the significant relationships between educators and minority students and

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 5 between schools and minority communities. The main assumption of the framework is that students from “dominated” societal groups are “empowered” or “disabled” as a direct result of their interactions with educators in the schools. He offers ways in which educators can change these relationships, thus promoting the empowerment of students, which can lead them to succeed in school. The author concludes by stating empowerment will only effectively work with teachers who truly show a concern for learning environments of students. The theoretical framework examined how minority students’ academic failure is used for predicting the effects of educational interventions. Davis, J. (2003) Early Schooling and Academic Achievement of African American Males. Urban Education 38(5) 515-537. The author highlighted in this literature review that African American males have consistency been associated with low rates in academic achievement. Davis suggests that little information exist within the literature as to why African American males are underachieving besides social economic status. In this article he searches the literature and finds that AA males are failed in the areas of intellectual and cultural support from schools and teachers. Davis states that more research should be done in the area of early schooling with AA males and their outcomes. His findings suggest that research on early schooling for AA boys is crucial in mapping achievement trajectories as well as understanding their underachievement in schools. Davis elaborates that early schooling is a place in which AA boys being to make sense of their identities at school. This study proves that CRT practices should start as early as prekindergarten. Gay, G. (2005) Politics of Multicultural Education. Journal of Teacher Education 56(3) 221-228. In this literature review Gay states that stakeholders are less concerned about the low level of achievement among students of color. She elaborates that tensions arise among teachers and administration in the implication of such practices in the school system. Gay stresses that the need for reform will grow greater as multiculturalism becomes more prevalent in the classrooms. The article addresses how integrating multicultural education into all other teacher education courses provides a better pedagogical environment for students. One substantial point that the author addresses is that stakeholders do not properly train teachers on a CRT approach. Gay summarizes that although extensive literature has been done in the area of CRT when working with culturally diverse students, school systems still have yet to incorporate these principles. This study provides

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 6 insight to my study because it highlights what issues school systems make face on the political level and also as an area of interest to further investigate. Gay, G. (2002). Culturally Responsive Teaching in Special Education for Ethnically Diverse Students: Setting the stage. Qualitative Studies in Education, 15 (6), 613- 629. The author highlights that in this literature review that a potential factor that operates to the harm of educational quality for ethnically different students in special education is incorrect diagnoses. Gay suggest that ``a disproportionate number of students from culturally diverse groups have been inaccurately labeled disabled.’’ poor performance in school was a result of the lack of fit between the attitudes and behavior patterns of the children and those required by the school. Gay stresses that culturally responsive teaching develops a sense of interdependence and feelings of community in which students understand that their lives and purposes are closely intertwined. She provides literature that helps support the moral and political obligation to help children learn culturally within a school setting. Gay stated that education should not just be for students who are part of the majority and mainstream of schools and society. Kaste, J. (2004). Scaffolding Through Cases: Diverse Constructivist Teaching in the Literacy Methods Course. Teaching and Teacher Education 20 31-45 In this qualitative case study approach the author examines how she used teaching cases through a diverse constructivist orientation to get preservice teachers to incorporate new teaching strategies regarding literacy. More specifically, Kaste used Au’s conceptual framework as noted in the first annotation. Kaste wanted to know to what extent did this Au’s orientation show up in all areas of the teacher’s curriculum. This orientation serves a tool for teacher to analyze teaching practices and challenge their beliefs about the learning environment of students. Twenty-five teachers were given the model and the author observed the teacher’s natural settings and scaffolding procedures. The results showed that five of the seven principles aided in teachers ability to analyze and interpret the students diverse backgrounds. This study supports my research in the area of the constructivist approach to help diverse students learn.

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Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 7 Richardson, V. (2003) Constructivist Pedagogy. Teachers College Record . 105(9) 1623-1640 In this qualitative study, the author in this study examines pedagogy from the theory of learning approach in over 30 elementary school classrooms. Richardson assesses the relationship between constructivist pedagogy and constructivist learning theory. He address four ways in which CP are approached through research and practice. The first issue recommends a research focus on student learning in classrooms that engross in constructivist pedagogy, next she provides a suggestion of theory development that provides an understanding of CP, the third centers on the knowledge required of teachers who adopt constructivist pedagogy; and the fourth issue on dominant view of pedagogy on those who wish to incorporate practices into the classroom. The author highlighted that because constructivism is a theory of learning and not a theory of teaching, practitioners struggle with implementation into the classroom. The author concluded that future literature is needed to examine how to make constructivist pedagogy relatable to a constructivist classroom in effects to improve student learning. Nelson, R., and Rogers, P. (2003). Supporting American Preschool Teachers’ Use of Developmentally and Culturally Appropriate Practices . Multicultrual Perspectives 5(3), 39-42. In this case study approach the researcher examined how a 2 nd year preschool teacher implemented culture responsive teaching practice to AA preschoolers in a low-income school district. To gain a better understanding of preschool setting and makeup, the teacher interviewed parents; administrators and other teachers to come up with culturally appropriate practices. One significant highlight that the teacher implemented was bridging these practices with the objects for the school district. The article states that preschool classrooms should have; books about different vegetables and flowers from around the world, and incorporate these things into dramatic play settings. With these practices she merged them into her weekly lesson plans and implemented the practices a unit. The results show that students learned cultural and social objectives, and the students have greater self awareness and awareness of other cultures. This study shows that if CRT is incorporated into the early stages of schooling, it promotes self-awareness and helps preschoolers develop cultural awareness. Norman, O., Ault, C. Bentz, B. and Meskimen, L. (2001). The Black-White “Achievement Gap” as a Perennial Challenge of Urban Science Education: A

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 8 Sociocultural and Historical Overview with Implications for Research and Practice. Journal of Research in Science Teaching 38(10) 1101-1114. A continuing challenge for urban education in the United States is finding efficient ways to address the academic achievement gap between African American and White students. There is well known and justified concern about the persistence of the achievement gap. This article provides historical evidence that suggests that this achievement gap has existed at various times for groups other than African Americans. They explore a research framework and the exploration of research questions incorporating insights from Ogbu's cultural, ecological theory, as well as goal theory, and identity theory. Their approach is to define the problem more clearly and contribute to the development of research-based classroom practices that will be effective in reducing and eventually eliminating the achievement gap. Sachs, S.K. (2004). Evaluation of teacher attributes as predictors of success in urban schools. Journal of Teacher Education, 55 (2), 177-187. The purpose of this quantitative current study were; 1. To develop and validate an instrument for evaluating urban teacher attributes and 2. To determine whether teacher attributes identified by the instrument varied according to teaching effectiveness. This tool then could be used as an analytical tool with incoming education students to measure personal attributes related to urban teaching success. Phase 1 of the study defined a set of factors based on participants' responses to questionnaire items. Phase 2 examined whether participants' responses could be used to classify teachers based on teaching effectiveness. Analysis of the teachers' responses revealed that the teacher attributes were not associated only with effective urban teaching. Factor analysis revealed 10 factors, including 49 of the original 55 questionnaire items (89%), which accounted for 52.7% of response variance, however some of findings show there is great variance in effective and ineffective urban teachers may utilize their attributes in different ways. This study highlights that the importance of defining themes and attributes when examining CRT in different contexts . Utley, C. A., Obiakor, F. E., & Jeffrey P., B. (2011). Culturally Responsive Practices for Culturally and Linguistically Diverse Students with Learning Disabilities. Learning Disabilities -- A Contemporary Journal , 9 (1), 5-18. This article examines culturally responsive frameworks, principles, pedagogy, and curriculum for general and special educators who work with culturally and linguistically

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 9 diverse (CLD) students with learning disabilities (LD). Culturally responsive teaching has analytical characters that could help CLD students with LD. For example, culturally responsive practices stresses that general and special educators ought to use culturally techniques to raise the potential of CLD learners with LD. To discuss culturally responsive structure in general and special education, it is critical to define “culture” and related culturally responsive teaching principles. Culturally responsive ideologies, and instructional methods, are important for the general and special education of all learners. Young, E. (2010). Challenges to Conceptualizing and Actualizing Culturally Relevant Pedagogy: How Viable is the Theory in Classroom Practice? Journal of Teacher Education 6(13) 248-260 This qualitative study of 200 students from northeast United States consisted of data collection in a variety of strategies: interviews, inquiry group meetings, follow- up meetings with the principal and the principal intern, classroom observations, the participants’ reflections, the district’s documents, online discussions, and the researcher’s journal. The author highlights that CRT is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness. This study was used as an attempt to work collaboratively with a group of administrators and teachers at urban school to define, implement, and assess culturally relevant pedagogy as a practical pedagogical tool. In the finding the author stated that due to mixed findings was culturally relevant pedagogy palpable in all facets of data collection. CRT History CRT Practices and Outcomes in Classrooms Examining Cultural Responsive Pedagogical Practices in Prek Classrooms Billings-Ladson, G., (1995). Explains the approach toward a theory Merrell, P., (1994). problem stems from a lack of knowledge base about these students development and Ware, F., (2006). warm demanders” to identify that the teachers were successful with students of color because the Billings-Ladson , G., (1995) Examines findings from a study, and provides more Early, D., Maxwells, K., Burchinal, M. and Bender, R. (2007) quality of early childhood education is a combination of professional developments actives and supports toward teachers’ interactions with Villegas, A. M., and Lucas, T., (2002) lack of student– teacher connections, the cultural divide between schools

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Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 10 Phumtaog, N., (1998). Searches literature, finds missing key components Gay, G., (2001) presents a case to improve school success by teaching Shevalier, R. and McKenzie, B.A., (2012) when CRT is implemented correctly it not only makes a difference in academic achievement, but social and emotional growth. Brown, M. (2007) Suggest administers start conducting PD to teach CRT practices Buehl. M., and Fives, H. (2009) teaching knowledge, they are; formal education, formalized bodies of knowledge, observational learning, collaboration with others, Weinstein, C., Tomlinson-Clarke, S., and Curran, M. (2004) diversity classrooms lack a multicultural competence Boykin, A., Tyler, K., and Miller, O. (2005) Examines the pedagogical practices taken place inside of the classroom and captures the significance of these practices . Fitchett, P,, Starker, T., Salyers, B., (2012) findings suggest that social studies teacher candidates can develop valuable attitudes toward CRT if a Magnuson, K., Ruhm, C., and Waldforgel, J., (2007) The authors found that having CRT in prekindergarten had a positive relationship with academic Au, K. (1998). AA are still below grade level when compared to European Americans Richardson, V. (2003) He address four ways in which CP are approached through research and practice. Nelson, R., and Rogers, P. (2003). students learned cultural and social objectives, and the students have greater self awareness and awareness of other cultures success by teaching Sachs, S.K. (2004). personal attributes related to urban teaching success Young, E. (2010) define, implement, and assess culturally relevant pedagogy as a practical pedagogical tool Davis, J. (2003) His findings suggest that research on early schooling for AA boys is crucial in mapping achievement trajectories as well as understanding their underachievement in schools. Utley, C. A., Obiakor, F. E., & Jeffrey P., B. (2011). Culturally responsive ideologies, and instructional methods, are important for the general and special education of Bergeron, B. (2008) Bergeron used the case study approach embedded in narration to describe the CRT approaches in the classroom. Gay, G., (2002) stresses that culturally responsive teaching develops a sense of Cummins (1986) Bergeron used the case study approach embedded in narration to describe the CRT approaches in the Kaste, J. (2004) The results showed that five of the seven principles aided in teachers ability to analyze and interpret the students diverse backgrounds. Norman, O., Ault, C. Bentz, B. and Meskimen, L.(2011) They explore a research framework and the exploration of research questions incorporating insights from Ogbu's cultural, ecological theory, as well as goal theory, and identity theory

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 11 Summary Urban schools are challenged to improve teacher awareness and quality. In the past decade research has examined several effective teaching and attributes of effective teaching practices, one identified and well study topic is that of Cultural Responsive Teaching. What this literature review identified was the positive outcomes of having cultural responsive teaching practices in early childhood education centers, as well as deficiencies within classroom instruction and implementation. Au 2005 addresses the achievement gap regarding culturally diverse students from a social constructivist point of view. Au emphasizes five approaches for literacy achievement; linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. Au’s perspective shows that these approaches are vital for academic success. This author pointed out that majority of students affected by the achievement gap is from low-income African American homes. Another deficiency within the literature are the issues that effect CRT comes from implementation, a suggestion made by (Richardson, 2005), which recommends that research focus on student learning in classrooms that engross in constructivist pedagogy. She goes further to provide a proposal a theory development that provides an understanding of CP. What studies have found (Merrell 1994, Kaste, 2007) is that CRT is only as effective as the teachers who use it, which is highlighted in Kaste 2007; she used teaching cases through a diverse constructivist orientation to get preservice teachers to incorporate new teaching strategies regarding literacy. The results showed that five of the seven principles highlighted in the theoretical framework present by Au aided in teacher’s ability to analyze and interpret the student’s diverse backgrounds. The existing literature is inundated with research that demonstrates how cultural practices are not prevalent in schools, how teachers are underprepared to address issues of diversity, and how a gap exists between theory and practice, The void in scholarly research is not in the knowledge of theories but in the knowledge of how to implement them, particularly in a way that has a wide-reaching and sustainable impact on teacher education. Few studies have studied the impact of introducing such practices into prekindergarten or early schooling stages. For my dissertation I will focus on how pedagogical practices in early schooling aides with gaps in society and such programs yield positive outcomes with culturally and linguistic diverse students. An African centered response to Ruby’s Payne’s Poverty Theory Jawanza Khunjija

Running Head: Examining the Effect Culture Responsive Pedagogy in PreK Classrooms 12 Examining classroom learning preferences Constance Ellison and wade boykin articles

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C Wells Annonatations II

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