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Nationwide out-of-school suspension and expulsion rates show historically underserved groups of students leading discipline disproportionality reports (i.e., 1.1 million African-American, 660,000 in special education, 600,000 Latino, and 210,000 ELL students; U. S. Department of Education, Office for Civil Rights, 2018). While Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) effects on racial discipline disproportionality have been promising, they have been insufficient (McIntosh, Girvan, Horner, and Smolkowski, 2014; Vincent and Tobin, 2011), and empirical work studying the interrelation between classroom management, culture, behavior, and teacher decision-making is needed for a cohesive and theoretically sound approach to addressing the racial discipline gap (Gregory and Roberts, 2017; Fallon, O'Keeffe, and Sugai, 2012; McIntosh et al., 2015). The purpose of this study was to explore the extent to which teachers' perceived classroom management abilities predict racial discipline disproportionality in office disciplinary referrals (ODRs), and how teachers' behavioral expectations of students mediate racially associated discipline differences. Thirty-three teachers in 28 classrooms completed the Culturally Responsive Classroom Management Self-Efficacy Survey (Siwatu, Putnam, Starker-Glass, and Lewis, 2015), and reported their expectations for all students in their classrooms (N=496) using a modified version of van den Bergh, Denessen, Hornstra, Voeten, and Holland (2010) Teacher Expectation scale. The discipline history of classroom students was measured with ODRs during the 2017-2018 academic year. Using multi-level models, a racial discipline gap was evident for African-American students in comparison to White students. Further, through multi-level models and Ordinary Least Squares (OLS) regression with standardized errors corrected, teachers' CRCMSE strength index score was not shown to be associated with the racial discipline gap. Additionally, some of the difference between the number of ODRs received by African-American and White peers appears to be due to the distinction in teacher expectations for these students. Findings also support that teacher expectations have a stronger influence on the ODRs received by Latino students in comparison to their White peers. A summary of findings, limitations to this work, contributions to the literature, and possible implication for future research are discussed.
The purpose of this quantitative, predictive correlational study is to determine how accurately teachers' culturally responsive classroom management self-efficacy beliefs can be predicted from a linear combination of teachers’ years of experience, race/ethnicity, and gender. The problem related to the proposed quantitative study is that discipline disparities exist in the school milieu, whereby the root cause could be teacher-related variables such as years of experience, race/ethnicity, and gender. The current study used a convenience sample of 103 teachers from social media teacher groups. Critical race theory and Bandura’s (1977) self-efficacy theory provide a theoretical lens from which teachers’ efficacy in providing culturally responsive teaching practices for their students can be examined. The null hypothesis states that there will be no significant predictive relationship between the criterion variable and the linear combination of the predictor variables. The Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) Scale and a demographic questionnaire were utilized for data collection. A multiple linear regression analysis revealed that the variables collectively predicted teachers’ CRCMSE, F (3, 99) = 3.235, p = .026, adj. R2 = .062. A Pearson Correlations matrix indicated that teachers’ years of experience is the best predictor variable of the criterion variable, teachers’ CRCMSE scores, r (101) = -.277, p
This dissertation was designed to study teacher perceptions about working with students from diverse cultural backgrounds. Twelve elementary schools were studied. Teachers completed the Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) Scale. Data collected during this dissertation will be of use to school and district leaders as they plan professional opportunities for elementary teachers. The purpose of this dissertation was to determine if an association exists between teacher ratings on the CRCMSE Scale and the years of experience of the teacher. A focus group discussion of 15 teachers was utilized to answer the following questions: How prepared do you feel to teach students from diverse cultural backgrounds? What experience, if any, was the most meaningful to prepare you to teach students from diverse cultural backgrounds? What experiences have made you culturally responsive? What professional development, if any, has been most helpful to you when working with culturally diverse students? These research questions were examined: Do teachers feel prepared to teach students from culturally diverse backgrounds? What professional development opportunities prepare school staff to work with students with cultural differences? Is there an association between the experience level of the teacher and the level of culturally responsive teaching practices? The CRCMSE data indicated a mean score of 81.55. This score indicated teachers feel confident in their abilities to work with students from culturally diverse backgrounds. The results of this study did not determine an association between teacher scores on the CRCMSE rating scale and years of teaching experience.
Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts.
This study constructs a theoretical model that shows that culturally responsive teaching techniques (CRTTs) are an essential component of teacher efficacy. The model expands the definition of teacher efficacy to include the teachers' ability to incorporate culturally responsive teaching techniques into their classroom practices. Factor analysis indicates the combined twenty-nine (29) variables from the two instruments used (the Teachers' Sense of Efficacy Scale and the Culturally Responsive Teaching Techniques Scale) successfully identified a four-dimensional teacher efficacy construct of culturally responsive teaching techniques, student engagement, instructional strategies, and classroom management. Factor analysis also shows that the adapted Teacher Efficacy Scale supports the two-dimensional teacher efficacy construct of personal teaching efficacy and general teaching efficacy. The findings of this study show that teacher efficacy and culturally responsive teaching techniques are positively related. Empirical analysis clearly supports the contention that those teachers who use culturally responsive teaching techniques have higher teacher efficacy. Therefore, culturally responsive teaching techniques are related to teacher efficacy. The significance of this study's hypotheses (related to the difference in teacher efficacy of teachers in four public middle schools, including differences by gender and race) was tested at a p-value of 0.05. It was found that the teachers in the four middle schools do differ significantly in their teaching efficacy: Female teachers were found to demonstrate significantly higher scores on the classroom management, student engagement, culturally responsive teaching techniques, and instructional strategies dimensions of the teacher efficacy construct than their male teachers counterparts. There is no statistically significant difference in teacher efficacy by race. This study provides valuable advice and analysis about the importance of culturally responsive teaching techniques and how schools of education, teachers, administrators, and policymakers (at local, state, and national levels) might advance the academic and social well-being of children who historically have not been well served by public education in the United States.
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Extracts from the text:"Why are fifteen million children and youth in poverty not achieving when we know that low-income students excel in the classrooms of "star" teachers (who comprise approximately 8 percent of the teaching force)?" "Whose needs or interests are being met in education reform today?" "In my own institution, there has not been a systematic assessment of the effectiveness of the basic teacher education program since the institution was founded over a century ago as a teachers college. Imagine, not one ever!""Teachers who empathize with students and the life challenges they face soon realize that the dysfunctional bureaucracies will not permit them to meet the needs of their students. Half of the starry-eyed beginners are gone in five years or less." "Why does teacher education focus on the managerial, instrumental or delivery system aspects of the profession?""The expert advice dispensed by schools of education regarding what future teachers should do is not connected to any theory of learning, or to any reality of life in school classrooms." "Why has the recruitment process resulted in a cohort of teachers who are unable to connect with their students?""Does a qualified teacher equate to a quality teacher?""The best hope of getting more effective teachers from university teacher preparation programs is to base their budgets on the number of their graduates who serve in challenging schools and their effectiveness with children and youth. At the district level, the salaries of hiring officials should be based on how well these officials identify and retain quality teachers."In this book, 12 distinguished scholars provide a hard-hitting, thoroughly researched, historical and theoretical critique of our schools of education, and offer clear recommendations on what must be done to ensure all children can achieve their potential, and contribute to a vibrant, democratic society.
Addressing the increasing number of culturally and linguistically diverse students in today's schools, this book provides general and special education teachers with the knowledge, skills, and strategies to make the proactive, active, and reactive interventions necessary to create a positive classroom environment in which all students can learn.
Highly accessible and user-friendly, this book focuses on helping K–12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change. Easy-to-learn motivational interviewing techniques are embedded throughout. In a large-size format with lay-flat binding to facilitate photocopying, the book includes 20 reproducible forms, checklists, and templates. This book is in The Guilford Practical Intervention in the Schools Series.
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and "gray" areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from "rationale for differentiating assessment and grading" to "understanding mastery" as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms.