EXPLORING THE IMPACT OF CULTURALLY RESPONSIVE PROBLEM-BASED LEARNING ON THE INSTRUCTIONAL ENGAGEMENT OF AFRICAN AMERICAN STUDENTS IN AN URBAN SETTING
1 online resource (92 pages) : PDF
University of North Carolina at Charlotte
This study examined the impact of culturally responsive problem-based learning on the instructional engagement of African American students in an urban high school setting. The study explores how culturally responsive pedagogy and Problem-based Learning (PBLs) have individually impacted the learning outcomes of students, while arguing for the value of combining the two frameworks into one singular approach (CRPBL). This interpretive case study was designed through the use of the critical race theory to address the following issues: the lack of access of African American students within urban school settings to rigorous educational opportunities; negative outcomes in the current educational experiences specific to African American students; and the alienation of students within the traditional curriculum. The findings of the study indicate that students who were exposed to Cultural Responsive Problem-based learning (CRPBL) showed an increase of student engagement which will in turn increase student achievement. There is a need for future research that specifically explores the instructional needs of African American students.
AFRICAN AMERICAN STUDENTSCRPBLCULTURALLY RESPONSIVE TEACHINGPBLPROBLEM-BASED LEARNINGURBAN EDUCATION
Curriculum & Instruction
O'Brien, ChrisWilson, Dale-MarieCampbell-Whatley, Gloria
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.
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