Doctor of Education (EdD)
Exceptional Student Education
First Advisor's Name
Elizabeth D Cramer
First Advisor's Committee Title
Second Advisor's Name
Second Advisor's Committee Title
Third Advisor's Name
Third Advisor's Committee Title
Fourth Advisor's Name
Fourth Advisor's Committee Title
Fifth Advisor's Name
cultural responsive teaching, algebra, students with specific learning disabilities, achievement gap
Date of Defense
As the United States (U.S.) population continues to change and become racially/ethnically, culturally, linguistically, and economically diverse, so does the population in public schools (Institute of Education Sciences, 2010). Additionally, the number of culturally and linguistically diverse (CLD) students has been overrepresented in the subgroup of students with learning disabilities (SLD) (Artiles & Ortiz, 2002; Kalynpur & Harry, 2012; Klingner & Harry, 2014). Therefore, there is a need to adapt the curriculum and pedagogy to teach the growing number of diverse students in public schools. The results of national assessments show that students of color have lagged behind their White counterparts in mathematics achievement over the years (Cortes, Goodman, & Nomi, 2013). Despite the push to remediate this problem, teachers continue to use ineffective teacher-led practices and the achievement gap persists across public schools (Williams, 2011).
The use of cultural responsive teaching (CRT) among CLD students is promising (Santamaria, 2009). However, there is need to investigate the use of these practices in Algebra I courses with CLD students with SLD.
The present 17-week pre-post study compared student achievement in Algebra I courses between two groups of CLD students with SLD (N=63). These groups were (a) 31 students who received CRT (treatment group) by teachers who received CRT training and (b) 32 students who received instruction by teachers who did not receive CRT training (control group). There are significant differences between the treatment and the control group on the CLD students with SLD Algebra I Mid-Year Assessment (MYA) and the students’ Mathematics Self-Efficacy scores (MSES). The teachers’ level of cultural consciousness had an insignificant covariance on the Algebra I MYA, yet the teachers’ observations and their cultural responsive self-assessment had a direct effect on the Algebra I MYA. Additionally, there was not significant interaction between MSES and TCS on the students’ Algebra I MYA. The results of the study suggest that the use of CRT is a promising practice to improve CLD students’ with SLD Algebra I achievement and perhaps close the math achievement gap.
Munoz, Lorena R., "Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I" (2016). FIU Electronic Theses and Dissertations. 3046.
Available for download on Friday, November 30, 2018
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