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
Keywords
Achievement, Literacy, Multicultural Education, Culturally Responsive Teaching
Recommended Citation
Carlson, Kaylan Louise, "How does culturally responsive curriculum impact African American student’s literacy development in the primary grades?" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4187.
https://digitalcommons.hamline.edu/hse_all/4187