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Poverty, Literacy, and Race: A Middle School Teacher's Iterative Investigative Journey
Abstract
This study describes an iterative design process that helped me gain a better understanding of the problems (how motivation affects learning and gaining the trust of children that I worked with) I was inquiring about. The design process chronicles three iterations before reaching my final research question focused on building relationships with children of minoritized communities within their learning environment and integrating culturally relevant pedagogy into their learning. By combining these two strategies, the children in this study seemed to embrace being part of a culturally relevant experiment. The components of these iterations include pre-reading activities, read alouds, group discussions, journal writing, and an end of the semester project. I found that tailoring instruction to fit the textual, social, cultural, and personal lives of these children is mostly about seeing pedagogy through the norms and practices of their lives.
Subject Area
Elementary education|Pedagogy|Instructional Design
Recommended Citation
Tuttle, Beckie, "Poverty, Literacy, and Race: A Middle School Teacher's Iterative Investigative Journey" (2020). ETD collection for University of Nebraska-Lincoln. AAI28151793.
https://digitalcommons.unl.edu/dissertations/AAI28151793