Term

Summer 8-10-2016

Capstone

Thesis

Degree Name

MALED

Primary Advisor/Dissertation Chair

Jennifer Carlson

Secondary Advisor/Reader One

Beth Villalobos

Peer-Reviewer/Reader Two

Kelsey Carlson

Abstract

The research question addressed in this capstone was: How does culturally responsive curriculum impact African American student’s literacy development in the primary grades? The work explores common classroom practice, culturally responsive teaching, multicultural education and the implications for a literacy curriculum that is culturally responsive. It documents an educator’s creation of a unit using the tenets of Understanding by Design (Wiggins & McTighe, 1998) and involving elements of culturally responsive teaching through multicultural education, in addition to resources and text sets. The lesson plans and resources were created for use in the primary level but may be altered for use in upper elementary.

Research Methodology

Curriculum Development

Included in

Education Commons

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