Implementing Culturally Responsive Teaching in the Elementary Classroom

This is a qualitative study investigating the procedure of preparing undergraduate teacher candidates for culturally responsive teaching in the elementary classroom. The hypothesis for this study is that intentional experiences and collaborative discussion activities will increase students’ knowledge of implementation of culturally responsive teaching in the classroom. “Culturally responsive teachers not only know their students well, they use what they know about their students to give them access to learning” (Lucas and Villegas). This project is significant because classrooms in the United States are rapidly growing in diversity. The twenty-first century teacher needs to be fully equipped in how to respond to culture in the classroom. According to Lucas and Villegas, teachers must move beyond the superficial notion of diversity that is prevalent classrooms today and gain a fresh vision of teaching and learning in a diverse setting to intentionally guide their curriculum (Lucas and Villegas, 2002). Undergraduate students will participate in a four-week field experience in a Midwestern school district working with kindergarten through second grade students. Teacher candidates will set three responsive teaching goals, complete a survey, and reflect on the goals and field experience. They will also complete a follow-up survey administered by researchers. For this study the population will include thirty-two undergraduate students in their first phase of professional education. Ages range from nineteen to thirty-five. Researchers predict that students will demonstrate a higher understanding of culturally responsive teaching due to intentional instruction and experiences through the college courses and field experience