Houchen, D. (2013). “Stakes is high”: Culturally relevant practitioner inquiry with african american students struggling to pass secondary reading exit exams. Urban Education, 48(1), 92-115.
This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student’s perspectives in curriculum design and instruction.
Full article can be found here: http://journals.sagepub.com/doi/pdf/10.1177/0042085912456845