An Exploration into Teacher's Perspectives of Contributing Factors Regarding School Climate and Student Achievement
Culturally Relevant Education is seen as a vehicle for educational equity. As school populations in America continue to shift racially and ethnically, it is essential that educators understand the barriers that are preventing students from high achievement. Intricate and multidimensional in nature, understanding teacher perspectives can provide valuable insight into closing and addressing the gaps in achievement. The purpose of this qualitative phenomenological research study is to explore teacher perspectives of contributing factors regarding school climate and student achievement. Findings indicate that many educators are either culturally irrelevant or have a surface understanding regarding cultural relevance and how it is used as a strategy or tool to improve the schools’ climate and student achievement for diverse cultures.
McCarter, David E., "An Exploration into Teacher's Perspectives of Contributing Factors Regarding School Climate and Student Achievement" (2022). ETD Collection for Fayetteville State University. AAI29999863.