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035 a| (OCoLC)1506074636;

090 a| LC1099;

049 a| EREE;

100 1 a| Brown, Rashida V.,e| author.?| UNAUTHORIZED;

245 10 a| Culturally responsive practices :b| influencing teachers' disciplinary and instructional practices /c| by Rashida V. Brown.;

246 3 a| Culturally responsive practices influencing teachers' disciplinary and instructional practices.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (213 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 13.13 MB2| rda;

538 a| System requirements: Adobe Reader.;

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

502 b| Ed.D.c| East Carolina Universityd| 2024.;

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 March 3, 2026).;

520 3 a| All school students deserve an equitable, rigorous, and meaningful education experience. Too often, in classrooms, traditionally underachieving students do not have that experience. In the qualitative participatory action research project and study, I examined the degree to which culturally responsive practices (CRP) using equity-driven strategies influenced teachers' disciplinary and pedagogical practices. The theory of action (ToA) posited: if teachers can identify culturally responsive practices and take intentional steps to analyze their current practices, then they can effectively implement CRP in their classrooms. In the participatory action research (PAR) project and study, based upon action research and equity-based protocols, the data sources included observations, post-observation conversations, field notes from meetings, community learning exchange (CLE) artifacts, and reflective memos. After analyzing data from two cycles of inquiry, the finding is: Connections between teachers and students through use of proximity, nonverbals, and effective discipline moves were uneven and largely ineffective; as a result, disciplinary practices dominated the classroom experience. The finding contributes to our knowledge and skill in shifting narratives and practices related to culturally responsive pedagogy. Teachers need to attend to students with a culturally responsive discipline stance (Hollie, 2018) that supports instructional outcomes. If teachers cannot engage students in content due being inundated with behavior issues, they cannot focus on student learning, a key determinant in the trajectory of students' lives and well-being.;

504 a| Includes bibliographical references.;

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

650 0 a| Teachersx| Attitudes.=| ^A58544;

650 0 a| School discipline.=| ^A3970;

650 0 a| School improvement programs.=| ^A193278;

653 a| Community Learning Exchange;

653 a| Nonverbals;

653 a| Proximity;

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/10342/13858;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6560814;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6560814-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 3/10/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6560814-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 3/10/2025x| ETDz| HERESOURCE;

Culturally responsive practices : influencing teachers' disciplinary and instructional practices / by Rashida V. Brown.

Author/creator	Brown, Rashida V. 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], 2024.
Description	1 online resource (213 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Culturally relevant pedagogy. Teachers--Attitudes. School discipline. School improvement programs.

Variant title	Culturally responsive practices influencing teachers' disciplinary and instructional practices.
Summary	All school students deserve an equitable, rigorous, and meaningful education experience. Too often, in classrooms, traditionally underachieving students do not have that experience. In the qualitative participatory action research project and study, I examined the degree to which culturally responsive practices (CRP) using equity-driven strategies influenced teachers' disciplinary and pedagogical practices. The theory of action (ToA) posited: if teachers can identify culturally responsive practices and take intentional steps to analyze their current practices, then they can effectively implement CRP in their classrooms. In the participatory action research (PAR) project and study, based upon action research and equity-based protocols, the data sources included observations, post-observation conversations, field notes from meetings, community learning exchange (CLE) artifacts, and reflective memos. After analyzing data from two cycles of inquiry, the finding is: Connections between teachers and students through use of proximity, nonverbals, and effective discipline moves were uneven and largely ineffective; as a result, disciplinary practices dominated the classroom experience. The finding contributes to our knowledge and skill in shifting narratives and practices related to culturally responsive pedagogy. Teachers need to attend to students with a culturally responsive discipline stance (Hollie, 2018) that supports instructional outcomes. If teachers cannot engage students in content due being inundated with behavior issues, they cannot focus on student learning, a key determinant in the trajectory of students' lives and well-being.
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 March 3, 2026).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Culturally responsive practices : influencing teachers' disciplinary and instructional practices / by Rashida V. Brown.

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