Benjamin, Roya (2024) Enhancing Engagement and Achievement: Culturally Responsive Teaching Methods for Marginalized K-12 Students. Master thesis, Pedagogical and Educational Sciences.
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Abstract
This systematic review explores the integration of culturally responsive pedagogy (CRP) into instructional design to enhance engagement and achievement among K-12 students from marginalized backgrounds. The review covers studies published between 2016 and 2023 and analyzes 13 studies sourced from Web of Science, PsycINFO, and ERIC databases, selected in accordance with PRISMA guidelines. The studies utilize various methodologies, including qualitative, quantitative, and mixed methods. The key results of the studies indicate using culturally relevant texts, integrating students’ cultural backgrounds, and engaging families improve student engagement and achievement. The studies vary in their methods of measuring achievement, from standardized tests to classroom observations, highlighting a need for more uniform assessment tools. Limitations in several studies included small sample sizes and lack of control groups, which impacts generalizability of the findings and the ability to establish clear comparisons. There is also a need for ongoing curriculum reform and professional development in CRP that supports broader application, as well as further research on CRP's long-term and impact on students with disabilities.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Ploeg, R. van der |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Youth 0-21, Society and Policy [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 27 Aug 2024 11:56 |
| Last Modified: | 27 Aug 2024 11:56 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4311 |
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