Document Type
Article
Publication Date
Fall 2020
Abstract
This action research study investigates the relationship between culturally responsive teaching and the impact on student engagement. For six weeks, the researcher implemented culturally responsive teaching strategies in a virtual first-grade classroom. The participants included fourteen six- and seven-year-olds who attended public school in Northern Virginia. The instruction was completed in a virtual setting due to the COVID-19 pandemic. At the start and conclusion of the study, students were given a survey to measure the class climate. Student engagement was observed daily and documented on a weekly observation tally sheet. The study found that implementing culturally responsive teaching in the classroom improved student engagement and built a positive class culture. The researcher recommends further studies on culturally responsive implementation in a physical classroom across multiple grade levels to validate the study results.
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