Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Terrance McAdoo

Abstract

The purpose of this study was to explore how six eighth-grade Magnet Program students perceive their teacher-student relationship through the teacher’s use of culturally relevant pedagogy. This case study provided information that guides a classroom teacher in the implementation of culturally relevant pedagogy that helps develop and maintain teacher-student relationships. The resulting analysis and interpretation provided major themes that developed regarding the use of culturally relevant strategies in the classroom.

This study informs educators in the profession about the extent to which students perceptions impact their relationship with the teacher. Findings could be used by teachers and administrators to advocate for additional funding and professional development in the areas of culturally relevant pedagogy and relationship building.

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