Principals’ impact on teachers’ use of culturally responsive teaching in Texas region one education service center with Hispanic sixth grade English learners and special education students: A case study

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2020-08

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Abstract

There is a disconnect between school and home cultures that include a teacher’s lack of background understanding with student’s cultural, linguistic, and special educational needs. This is contributing to the performance gap in reading among Hispanic sixth grade English learners (ELs) and special education (SPED) students in Region One Education Service Center (ESC 1). This multiple case study used semi-structed interviews, journaling, and member checks to identify the impact a principal has in promoting culturally responsive teaching with their sixth grade reading teachers and how their teachers’ impact reading performance for sixth grade Hispanic EL and SPED students using culturally responsive teaching. The results of the study identified sixteen common themes that the principals and teachers practice promoting a culturally responsive learning environment. The researcher concludes this research with recommendations for principals and teachers to implement to improve reading performance for Hispanic sixth grade English learners and special education students.

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Keywords

Culturally responsive teaching, Hispanic sixth grade English learners, Special education students, Multiple case study

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