Setting
This study intends to either prove or disapprove the research topic. In order to effectively conduct the study, several parameters have to be developed. This research study will be carried out in a multiethnic school urban setting. The study will involve grades 3 and 5 students.
It will be carried out in a public school that accommodates all categories of learners. The study will involve application of the Cultural Responsive Pedagogy method on a science lesson. The science teachers of these two classes will help in developing and applying the method during the lesson.
These teachers will be expected to teach science lessons in their respective classes. The teachers will proceed and analyze the use of the method and its effectiveness in the lesson (Gay, 2010). This will be achieved by applying both the traditional teaching methods as well as the student centered Cultural Responsive Pedagogy. Comparison of the two methods will offer an insight into the effectiveness of Culturally Responsive Pedagogy as a teaching approach in a culturally diverse school (Gay, 2010).
Problem Formulation
- What are the critical cultural consequences of using culturally responsive pedagogy in the learning process?
- How does cultural responsive pedagogy enhance the learning process and the classroom atmosphere?
- Can cultural responsive pedagogy integrate the communities of learners into one unit that is more effective in the learning process?
Data Collection
Questionnaires will be used to assess the students’ responses in the method used for teaching. The questionnaires will analyze the students’ attitudes to the science subject before and after applying the method (UC Regents, 2013).
An assessment will be used to compare the levels of understanding from the two points of teaching namely the traditional method and the Cultural Responsive Pedagogy approach (UC Regents, 2013).
The teachers will also gather data while teaching the lessons for comparison purposes. The data will contain information such as the levels of attentiveness of the students and how well the students interpret the lesson content (UC Regents, 2013).
The students who will be directly involved in the study will be interviewed to offer first hand information on the similarities and differences of the two approaches (UC Regents, 2013).
Data Analysis
The subject teacher will be used in offering an evaluation of the two methods by comparing the data collected before and after applying Cultural Responsive Pedagogy approach. The analysis of the data by the teachers will offer an inclination of the direction which is most suitable (Haviland & Kiino, 2009).
Analysis of the responses from the interviewed students will offer more information on the applied approach. Their responses will be grouped based on the ethnic orientation of the sample population (Haviland & Kiino, 2009).
Reporting Results
The results will be reported through an article that will be written at the end of the study. The report will include all the variables employed in the study, assumptions, statistical analysis method used and the recommendations of the study (Haviland & Kiino, 2009). These results will be addressed to the relevant schools and government institutions that coordinate the school learning programs. The report will also offer advice on how the study can be refined for effective application.
Action Planning
The teacher will be required to develop a system that will accommodate the results of the study (Anderson, 2012). This will require changes to be implemented in the curriculum to allow the application of Cultural Responsive Pedagogy technique in learning where it has been proven to be effective (UC Regents, 2013). Further analysis of the Cultural Responsive Pedagogy approach towards learning will be initiated.
References
Anderson, J. (2012). Chall Lecture: Culturally Responsive Pedagogy. Web.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice: Multicultural Education Series. New York, NY: Teachers College Press.
Haviland, D. & Kiino, R. D. (2009). Closing the Gap: The Impact of Professional Development on Faculty Attitudes Toward Culturally Responsive Pedagogy. Journal of Hispanic Higher Education, 8(2), 197-212.
UC Regents (2013). Action Research Leadership Project Culturally Relevant – Responsive Project. Web.