Date of Award
Summer 8-23-2025
Document Type
Dissertation in Practice
Degree Name
Ed.D. in Educational Leadership and Policy Studies
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Lolita Tabron
Second Advisor
Erin Anderson
Third Advisor
Kimberly Schmidt
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Culturally relevant teaching, Professional development, Early childhood education, Teacher perceptions, Action research
Abstract
This action research study explores how kindergarten through second-grade (K−2) teachers’ perceptions and implementation of culturally relevant pedagogy shifted after participating in targeted professional development. Grounded in Gloria Ladson-Billings’ culturally relevant pedagogy and Gholdy Muhammad’s Four Pursuits Framework (identity, skills, intellect, and criticality), this study addresses the gap in culturally relevant teaching practices at Bear Country Elementary. Using qualitative methods, data was collected through pre- and post-surveys, interviews and classroom observations with five K−2 teachers. A single Planning-Acting-Developing-Reflecting cycle informed three collaborative professional development sessions focused on practical strategies, peer discussion, and the contextual application of culturally relevant pedagogy. Findings revealed notable growth in teachers understanding and classroom practice. Before the intervention, culturally relevant teaching was limited to surface-level activities. Afterward, teachers more intentionally incorporated student’s cultural identities and experiences into lessons. This study highlights the importance of sustained, professional development tailored towards advancing culturally relevant practices in early education. Offering actionable insights for embedding culturally relevant practices into daily instructional practices.
Copyright Date
6-6-2025
Publication Statement
Copyright is held by the author. This work may only be accessed by members of the University of Denver community. The work is provided by permission of the author for individual research purposes only and may not be further copied or distributed. User is responsible for all copyright compliance.
Rights Holder
Sarah Santarelli Barsoum
Provenance
Received from author
File Format
application/pdf
Language
English (eng)
Extent
217 pgs
File Size
1.1 MB
Recommended Citation
Santarelli Barsoum, Sarah, "Exploring K−2 Elementary School Teacher Perceptions of Culturally Relevant Teaching Before and After Professional Development: An Action Research Study" (2025). Restricted Access ETDs. 120.
https://digitalcommons.du.edu/restrictedetd/120