Dissertation Defense Announcement Ed.D. Program: Ari L. Jones “Teaching at the crossroads: Educators’ perceptions of culturally responsive management in urban schools”

Classroom management is a vital skill for all educators, yet it poses one of the most significant challenges for novice teachers, especially those working in high-needs urban schools. Research shows that new teachers often lack the confidence and competence necessary to manage classroom environments effectively. These difficulties are exacerbated in urban contexts where students may face trauma, disengagement, or disruptive behaviors. As a result, novice teachers in urban settings tend to rely more heavily on classroom management strategies than their peers in non-urban schools, sometimes resorting to reactive approaches that fail to fully support students or foster equitable learning environments.

Culturally responsive classroom management (CRCM) offers a promising framework for addressing these challenges by utilizing students’ cultural identities, lived experiences, and community backgrounds as strengths. Effective CRCM practices can enhance teacher-student relationships, boost engagement, and promote positive classroom climates — outcomes that are particularly crucial in high-needs urban schools. However, teachers’ understanding and application of culturally responsive strategies may vary based on their level of experience, training, and the expectations of their institutions.

This dissertation investigates the perspectives of novice teachers, experienced teachers, and district administrators regarding their use of culturally responsive classroom management in an urban district. Using a qualitative research design, data were collected through semistructured interviews with participants from these groups. The study examines how educators conceptualize classroom management, the extent to which they incorporate culturally responsive strategies, and the factors that facilitate or hinder their implementation.