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001 on1419035438;

003 OCoLC;

005 20260527041737.0;

006 m o d ;

007 cr unu||||||||;

008 240126s2023 ncua obm 000 0 eng d;

035 a| (OCoLC)1419035438;

090 a| LC1099.515.C85;

049 a| EREE;

100 1 a| McDuffie, Norman,e| author.?| UNAUTHORIZED;

245 10 a| Equitable classrooms require equitable practices :b| how do teachers develop and implement culturally responsive teaching practices to support equitable classrooms? /c| by Norman McDuffie.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2023.;

300 a| 1 online resource (188 pages) :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 2.523 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2023.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed January 2, 2025).;

520 3 a| The participatory action research (PAR) aims to build educators' culturally responsive teaching capacity to support equitable classrooms. The study focuses on the culturally responsive teaching development and decision-making process of a middle school principal, three Language Art teachers, and the culturally responsive teaching influence to create equitable classrooms. The group will work closely, learn together in the professional learning community, and intentionally select and plan diverse and inclusive text and culturally responsive teaching activities. The research participants will use community learning exchange (CLE) protocols to build trust and relationships, first among each other and then with the staff. The principal's culturally responsive teaching development will guide the principal into planning and facilitating a CLE among the group, and eventually, the group will plan and facilitate a CLE with the staff.;

504 a| Includes bibliographical references.;

650 0 a| Culturally relevant pedagogy.=| ^A1260771;

650 0 a| Educational equalization.=| ^A24637;

650 0 a| Language arts.=| ^A10838;

650 0 a| Middle school principals.=| ^A475902;

653 a| Equitable Classrooms;

700 1 a| Militello, Matthew,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjJVGHRRYvQ8RpQPXBYkQm=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13232;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6302729;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302729-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/26/2024x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6302729-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/26/2024x| ETDz| HERESOURCE;

Equitable classrooms require equitable practices : how do teachers develop and implement culturally responsive teaching practices to support equitable classrooms? / by Norman McDuffie.

Author/creator	McDuffie, Norman author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2023.
Description	1 online resource (188 pages) : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Culturally relevant pedagogy. Educational equalization. Language arts. Middle school principals.

Summary	The participatory action research (PAR) aims to build educators' culturally responsive teaching capacity to support equitable classrooms. The study focuses on the culturally responsive teaching development and decision-making process of a middle school principal, three Language Art teachers, and the culturally responsive teaching influence to create equitable classrooms. The group will work closely, learn together in the professional learning community, and intentionally select and plan diverse and inclusive text and culturally responsive teaching activities. The research participants will use community learning exchange (CLE) protocols to build trust and relationships, first among each other and then with the staff. The principal's culturally responsive teaching development will guide the principal into planning and facilitating a CLE among the group, and eventually, the group will plan and facilitate a CLE with the staff.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed January 2, 2025).
Dissertation note	Ed.D. East Carolina University 2023.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Equitable classrooms require equitable practices : how do teachers develop and implement culturally responsive teaching practices to support equitable classrooms? / by Norman McDuffie.

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