Date of Award

4-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dane Joseph, Ph.D.

Second Advisor

Marc Shelton, Ed.D.

Abstract

This research aimed to understand the impacts of using online video observations and real-time peer reflection to teach and address culturally responsive teaching in a Pacific Northwest university’s teacher preparatory program. Six active university students enrolled in a university’s new teacher preparatory program (i.e., preservice, new teacher candidates) actively participated in all areas of this study (i.e., nonrandom sampling) and provided both quantitative and qualitative data. Study participants completed self-evaluative pre- and post-surveys in a research group session. Surveys were built using the ready 4 rigor framework (Hammond & Jackson, 2015) and the four areas of culturally responsive teaching as a foundation for a psychometric response scale (i.e., Likert scale 1–5) and peer reflection prompts. In group settings, study participants watched videos of their peers and themselves engaging in classroom instruction. After video observations, they participated in real-time, peer reflective analysis of teaching performance. Using a quantitative and qualitative approach to analyze the pre- and post-survey responses and reflective discussions, data revealed participants gained a deeper understanding of their ability to deliver culturally responsive teaching pedagogy. Overall, these data points suggested a change in participant awareness of culturally responsive teaching performance levels before and after engaging in video observations and real-time, peer reflective analysis involving culturally responsive teaching pedagogy.

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