Virginia Middle School Administrators' Perceptions of Culturally Responsive Teaching Practices and their Implications for Instructional Leadership

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dc.contributor.authorPreston, Rachel Davettaen
dc.contributor.committeechairBrinkmann, Jodie Lynnen
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberMisitzis, Yannos Dimitriosen
dc.contributor.committeememberJohnstad, Susanen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2025-01-04T09:00:41Zen
dc.date.available2025-01-04T09:00:41Zen
dc.date.issued2025-01-03en
dc.description.abstractIn this qualitative study, the researcher utilizes qualitative methods to contribute to the body of research on culturally responsive teaching practices. The purpose of this study was to identify the perceptions of middle school administrators regarding their leadership in their school's implementation of culturally responsive teaching practices. The researcher examined their lived experiences and understandings of culturally responsive teaching practices and how those experiences have influenced implementation at their school. In this study, the researcher also investigated how administrators' instructional leadership and decision making regarding culturally responsive teaching practices support student achievement. From this study, eight findings and five implications were identified. The findings and implications in this study call for next steps that include creating a common definition of culturally responsive teaching practices specific to the school and students it serves, and professional development focused on the further development of culturally responsive educators. The findings and implications in this study also convey a need for more current research to support the implementation and impact of culturally responsive teaching practices on instructional leadership and student achievement.en
dc.description.abstractgeneralIn this qualitative study, the researcher utilizes qualitative methods to contribute to the body of research on culturally responsive teaching practices. The purpose of this study was to identify the perceptions of middle school administrators regarding their leadership in their school's implementation of culturally responsive teaching practices. The researcher examined their lived experiences and understandings of culturally responsive teaching practices and how those experiences have influenced implementation at their school. In this study, the researcher also investigated how administrators' instructional leadership and decision making regarding culturally responsive teaching practices support student achievement. From this study, eight findings and five implications were identified. The findings and implications in this study call for next steps that include creating a common definition of culturally responsive teaching practices specific to the school and students it serves, and professional development focused on the further development of culturally responsive educators. The findings and implications in this study also convey a need for more current research to support the implementation and impact of culturally responsive teaching practices on instructional leadership and student achievement.en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:42167en
dc.identifier.urihttps://hdl.handle.net/10919/123897en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectCulturally Responsiveen
dc.subjectAchievement Gapen
dc.subjectPerceptionsen
dc.titleVirginia Middle School Administrators' Perceptions of Culturally Responsive Teaching Practices and their Implications for Instructional Leadershipen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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