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Abstract
In an era where the achievement gap persists as a significant challenge, creating culturally responsive learning environments in urban elementary schools is essential to ensuring equitable educational outcomes for all students. The purpose of the action research study was to examine culturally responsive teaching practices in an urban elementary school. The study explored teacher perceptions of student outcomes after professional development focused on implementing culturally responsive teaching practices. Data collection incorporated qualitative and quantitative methods, including researcher journal notes, pre- and post-questionnaires, teacher reflection responses, and interviews. The major themes that emerged from the data analysis were responsive environments, facilitative leadership, and systemic integration.