Access Type

Open Access Dissertation

Date of Award

January 2012

Degree Type

Dissertation

Degree Name

Ph.D.

Department

Curriculum and Instruction

First Advisor

Monte Piliawsky

Abstract

ABSTRACT

TOWARD AFFECTIVE LANGUAGE ARTS TEACHING:

THE UTILIZATION OF CULTURALLY RELEVANT LITERATURE ON URBAN AFRICAN AMERICAN HIGH SCHOOL STUDENTS

by

BARBARA-BENITA CRAFT

August 2012

Advisor: Dr. Monte Piliawsky

Major: Curriculum and Instruction

Degree: Doctor of Philosophy

Data collected and analyzed from English Language Arts teachers in urban, metro-city, and suburban school districts related to the use and extent of use of culturally relevant pedagogy (Ladson-Billings, 1994a), culturally relevant literature (Ladson-Billings, 1994a), activities and strategies from African American familial culture (Hale-Benson, 1986), and cultural modeling (Lee, 1993), showed similarities and differences in the pedagogical practices and methodologies among the three teachers in the three school districts. Three teachers from each respective district, urban, metro-city, and suburban, were interviewed once, at the initiation of the study and again prior to exit, on their perspectives of teacher education, relationships with principals and Districts, teaching philosophies and styles, teaching pedagogies, curriculum and content, State and National Benchmarks and Standards, and their inclusion of culturally relevant elements in their lessons. The nine teachers, from the three school Districts were also observed in their classrooms during three separate observation periods. No students were observed or had data collected on them. Analysis of interview and observation content showed that of the nine

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