Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Gabriela Mendez

Committee Member

Jennifer Reeves

Committee Member

Kimberly Durham

Keywords

culturally responsive teaching, culturally responsive pedagogy, culturally relevant teaching, professional learning community, mathematics education, secondary education, culturally responsive instruction observation protocol

Abstract

The purpose of this qualitative case study was to explore how participation in a professional learning community (PLC) focused on culturally responsive teaching (CRT) informs high school math teachers’ perceptions of CRT in the discipline of mathematics and CRT practices in their classrooms.

Three high school math teachers in an independent majority White suburban school participated in the study. Data were collected through classroom observations using a modified Culturally Responsive Observation Protocol (CRIOP) instrument, observations of the PLC meetings, and through individual semi-structured interviews conducted at the conclusion of the study.

Data analysis revealed that participation in the PLC facilitated the teachers’ awareness of CRT and provided them with key language around CRT practices. Participation in the PLC also served to reinforce their beliefs around CRT in mathematics. In terms of CRT practices, the participants engaged most in behaviors that fostered classroom relationships and least in behaviors that promoted critical consciousness. The participants identified a need for access to appropriate resources and noted that participation in the PLC afforded an opportunity for community building.

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