Jones, Javelo Armad (2020-11). Culture, Class, and Connections: Using Inquiry Based Learning to Promote Culturally Responsive Instruction. Doctoral Dissertation.
Thesis
During this action research study of Algebra I teachers at a high school in the Dallas/Fort Worth Metroplex, I have presented information related to the implementation of inquiry-based learning (IBL) and the findings from classroom observations and a focus group interview. The purpose of this study was to identify the effect of IBL instructional practices on the cultural and academic environment in mathematics classrooms. I sought first to understand teachers' perceptions of the usefulness of past professional development sessions, the climate and culture of their classroom, and their perceptions about how African American students learn. Teachers then participated in professional developments to learn to implement IBL practices effectively. After observing teachers utilizing the methods in their classrooms, teachers provided feedback on their experience and changes to their perceptions, modifications, and improvements to professional development, and providing culturally responsive teaching. The researcher utilized descriptive statistics to analyze data quantitatively, and additional data were analyzed qualitatively through inductive analysis. My school administrators will use the results to inform improvements and modifications to future professional development.
