تقرير
Nominated Exemplar Teacher Perceptions of Culturally Responsive Practices in the Classroom
| العنوان: | Nominated Exemplar Teacher Perceptions of Culturally Responsive Practices in the Classroom |
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| اللغة: | English |
| المؤلفون: | Debnam, Katrina J. (ORCID |
| المصدر: | Grantee Submission. 2023. |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150221 R305A180111 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Teacher Attitudes, Culturally Relevant Education, Teaching Methods, Classroom Environment, Teacher Behavior, Classroom Techniques, Teacher Student Relationship, Curriculum Development, Institutional Characteristics, Peer Relationship, Middle School Teachers, High School Teachers, Parent Teacher Cooperation, Coaching (Performance), Faculty Development, General Education, Minority Group Students |
| DOI: | 10.1016/j.tate.2023.104062 |
| مستخلص: | The current study provided voice to nominated exemplar classroom teachers in identifying malleable, discrete aspects of the classroom environment, teacher behavior and practices that define culturally responsive instruction. Interview data from a sample of 13 teachers was analyzed using a consensual qualitative research approach. Results provided insight into the common teaching practices (e.g., classroom management), qualities (e.g., empathetic), actions and behaviors (e.g., tailoring the curriculum) of culturally responsive teachers. Study findings suggest that there may not be one universal way to implement culturally responsive practices in the classroom. Implications for the future of culturally responsive teaching research, measurement, and practice are discussed. [This paper will be published in "Teaching and Teacher Education."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| رقم الأكسشن: | ED627306 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1016/j.tate.2023.104062 |
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