Date of Award

2020

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Alexander Parks

Second Advisor

Shannon Collins

Third Advisor

Theresa Stevenson

Abstract

This study examined teacher perceptions of their use of funds of knowledge pedagogy in classrooms in two counties in central Appalachia. The funds of knowledge theory was originally applied to the migrant Mexican American population and then transitioned to other minority populations but has rarely been examined within the Appalachian region, nor the central Appalachian region specifically. Since the President’s Appalachian Regional Commission in 1964, the Appalachian region has been recognized by its financial struggles, low employment rates, and low educational achievement. While numerous researchers have examined the problems of education in the area, few studies have sought methods for improving student achievement. Applying funds of knowledge to pedagogy in this region offers a potential improvement to educational achievement. In this basic qualitative research study, teachers were selected from grades 6-8 at schools in two counties in central Appalachia and completed surveys, interviews, and focus groups about the use of funds of knowledge pedagogy in their own classroom, as well their perceptions of their students’ funds of knowledge and the benefits or negative aspects of using this strategy as part of their pedagogy.

Keywords

Funds of Knowledge, Appalachian Region, Qualitative research, Poverty

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