Publication Date
8-2010
Document Type
Project
Degree
Master of Arts in Education (MA)
MA Concentration
Equity, Diversity and Inclusive Education, Urban Education
Advisors
Enrique Dominguez Deleon, Pamela A. Redmond, Jim O'Connor
Abstract
School districts need to find ways to reduce the suspension rate and close the achievement gap. Too many African American and Latino students are suspended and/or expelled in comparison to their White and Asian counterparts. The infraction of defiance or classroom disruption directly relates to teacher expectations. Due to the infractions, students are missing critical instructional time, which is a factor that widens the achievement gap between various groups. By promoting Culturally Responsive Pedagogical practices, teachers will learn to better manage the classroom and increase instructional time for students of diverse cultures.
Recommended Citation
Mitchell-Blacknell, Y. F. (2010). Classroom Management and Cultural Responsive Pedagogy: Building a sense of self in the urban classroom. Retrieved from https://touroscholar.touro.edu/tucgsoe/243
