Date of Award
Doctor of Education (EdD)
Cathleen J. Dotterer, EdD
Joshua A. Martin, EdD
The purpose of this quantitative, nonexperimental descriptive study was to find the correlation between teacher empowerment (TE) when using the Özkan Hıdıroğlu and Tanrıöğen's (2020) TE Scale and culturally responsive education (CRE) from NYU’s Culturally Responsive Curriculum Scorecard. The one-time cross-sectional study examined the curriculum adoption practices of local education agencies (LEAs) within New York State public schools with Grades 3-5 after receiving instructional policies from the New York State Education Department (NYSED) and the United States Department of Education’s (USDOE) Every Student Succeeds Act.
Educators from 731 LEAS with a connection to the LEA’s curriculum adoption committee for the elementary English language arts (ELA) curriculum were the target population. Sixty-seven (n=67) participants’ responses were averaged, ranked, compared, and correlated by the variables TE and CRE. The results found a statistically significant negative correlation between the TE Scale and Culturally Responsive Scorecard mean scores. The findings imply that the participants have more empowerment but less culturally responsiveness when adopting the ELA curriculum. Recommendations for the state education agency (SEA) include professional development for all New York State educators on the Culturally Responsive Sustaining Framework, the integration of implicit bias training, more stringent accountability when reporting the impact of data informed decisions on staffing, professional development, certification, preservice educators, standardized assessments, curriculum, and students.
Allen-White, Katrina, "I’ve Got the Power! A Quantitative Correlation of Educators’ Empowerment When Adopting a Culturally Responsive Curriculum for English Language Arts" (2022). Education Doctoral. Paper 530.
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