EXPLORING THE IMPACT OF CULTURALLY RESPONSIVE PROBLEM-BASED LEARNING ON THE INSTRUCTIONAL ENGAGEMENT OF AFRICAN AMERICAN STUDENTS IN AN URBAN SETTING

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Reynolds, R. (2018). EXPLORING THE IMPACT OF CULTURALLY RESPONSIVE PROBLEM-BASED LEARNING ON THE INSTRUCTIONAL ENGAGEMENT OF AFRICAN AMERICAN STUDENTS IN AN URBAN SETTING. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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.

Details
Author

Reynolds, Richard

Title

EXPLORING THE IMPACT OF CULTURALLY RESPONSIVE PROBLEM-BASED LEARNING ON THE INSTRUCTIONAL ENGAGEMENT OF AFRICAN AMERICAN STUDENTS IN AN URBAN SETTING

Physical Description

1 online resource (92 pages) : PDF

Date

2018

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

Ph.D.

Keywords

African American Students
CRPBL
Culturally Responsive Teaching
PBL
Problem-Based Learning
Urban Education

Subject Area

Curriculum & Instruction

Advisor(s)

Wiggan, Greg

Committee Members

O'Brien, Chris
Wilson, Dale-Marie
Campbell-Whatley, Gloria

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2018.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Reynolds_uncc_0694D_11677

Permalink

http://hdl.handle.net/20.500.13093/etd:1095