Date of Award
5-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Executive Leadership
First Supervisor
Shannon Cleverley-Thompson, EdD
Second Supervisor
Tasha Potter, EdD
Abstract
The purpose of this study was to gain a deeper understanding of the perceptions of physical education teachers regarding the implementation of the New York State Education Department (NYSED) Culturally Responsive-Sustaining (CR-S) Education Framework principles within their pedagogy when working with Black, indigenous, and other people of color (BIPOC) students. The research sought to understand the challenges and strategies the participants used to implement the CR-S Education Framework.
The research was conducted using a case study approach, focusing on the perceptions of six physical education teachers in an urban school district in Upstate New York. Data were gathered through questionnaires, Zoom interviews, lesson plan observations, and the researcher as an additional instrument. The data were analyzed using Qualtrics, the CRT Lesson Observation Instrument, emotional coding, in vivo coding, and pattern coding. Four themes emerged: (a) everybody is welcomed, (b) breaking the barrier, (c) everyone learns differently, and (d) professional learning.
Findings from this study indicated that all the principles of the CR-S Education Framework are not being implemented with fidelity. The study results provide physical education teachers and educational leaders recommendations for implementing the CR-S Education Framework. Investigating how physical education teachers perceive culturally responsive teaching provides valuable insights into their approach to welcoming BIPOC students, building relationships, engaging in professional learning, and tailoring their instruction to achieve success for all students. Additionally, providing mandated professional development and a culturally responsive curriculum may improve teaching practices and ensure academic success for all students.
Recommended Citation
Steiner, Abraham Victor, "Physical Education Teachers’ Perceptions of Culturally Responsive Pedagogy" (2024). Education Doctoral. Paper 593.
https://fisherpub.sjf.edu/education_etd/593
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.