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Abstract
ABSTRACT
This action research case study focused on the critical need for cultural competency training for educators in increasingly culturally diverse classrooms. The Action Research Implementation Team participated in a series of interventions through a Professional Learning Community that provided actionable knowledge for educators. The Action Research Implementation Team was empowered to identify strategies and best practices that lend to the development of a cultural competency training program. The research study consisted of a Professional Learning Community, a book study of the text, Why Race and Culture Matter in Schools Closing the Achievement Gap in America’s Classrooms, guest speakers and experts in the field of cultural competency, a poverty simulation and reflective journaling. In addition, this research study transitioned into an unforeseeable context of a world pandemic, Coronavirus COVID-19, causing educators to implement and examine their learning in an authentic, real-time cultural shift.
The researcher collected and analyzed various data sets, including student assessment data, researcher observation notes, teacher reflections, meeting discussions, book study reflections obtained through journaling, which included free response, and responses to protocol prompts. As an alternative to written journal responses and reflections, the Design Team made video submissions through FlipGrid and electronic submission through eClass available to participants. The review of the data assisted the Action Research Design Team in determining if interventions and activities in each cycle increased educator cultural competency. The findings for this study revealed that participants in the action research perceived, 1) Cultural competency training for educators increased student engagement, 2) Participating in cultural competency training changed leader actions as well as teaching practices and interaction with students, 3) Cultural competency training caused change instructional practices. The following research questions guided the study:
1. How do teachers describe the impact of cultural competency training on student engagement?
2. How do teachers describe the impact of being a participant in the process of cultural competency training?
3. How can a professional learning community with a focus on cultural competency change instructional practices?
This action research case study focused on the critical need for cultural competency training for educators in increasingly culturally diverse classrooms. The Action Research Implementation Team participated in a series of interventions through a Professional Learning Community that provided actionable knowledge for educators. The Action Research Implementation Team was empowered to identify strategies and best practices that lend to the development of a cultural competency training program. The research study consisted of a Professional Learning Community, a book study of the text, Why Race and Culture Matter in Schools Closing the Achievement Gap in America’s Classrooms, guest speakers and experts in the field of cultural competency, a poverty simulation and reflective journaling. In addition, this research study transitioned into an unforeseeable context of a world pandemic, Coronavirus COVID-19, causing educators to implement and examine their learning in an authentic, real-time cultural shift.
The researcher collected and analyzed various data sets, including student assessment data, researcher observation notes, teacher reflections, meeting discussions, book study reflections obtained through journaling, which included free response, and responses to protocol prompts. As an alternative to written journal responses and reflections, the Design Team made video submissions through FlipGrid and electronic submission through eClass available to participants. The review of the data assisted the Action Research Design Team in determining if interventions and activities in each cycle increased educator cultural competency. The findings for this study revealed that participants in the action research perceived, 1) Cultural competency training for educators increased student engagement, 2) Participating in cultural competency training changed leader actions as well as teaching practices and interaction with students, 3) Cultural competency training caused change instructional practices. The following research questions guided the study:
1. How do teachers describe the impact of cultural competency training on student engagement?
2. How do teachers describe the impact of being a participant in the process of cultural competency training?
3. How can a professional learning community with a focus on cultural competency change instructional practices?