Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches. EdWorkingPaper No. 22-506

Autor/inn/en	Comstock, Meghan; Shores, Kenneth A.; Polanco, Camila; Litke, Erica; Hill, Kirsten Lee; Desimone, Laura M.
Institution	Annenberg Institute for School Reform at Brown University
Titel	Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches. EdWorkingPaper No. 22-506
Quelle	(2022), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Culturally Relevant Education; Mathematics Instruction; Self Efficacy; Equal Education; Teaching Methods; Classification; Faculty Development; Middle School Students; Minority Group Teachers; Mathematics Teachers; Teacher Characteristics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	As states and districts expand their goals for equitable mathematics instruction to focus on cultural responsiveness and rigor, it is critical to understand how teachers integrate multiple teaching approaches. Drawing on survey data from a larger study of professional learning, we use mixture modeling to identify seven unique ways that middle school mathematics teachers integrate ambitious, traditional, and culturally responsive (CR) mathematics instruction. The resulting typology is driven almost exclusively by variation in CR teaching. About half of teachers reported rarely engaging in CR teaching. Teachers who emphasized CR teaching tended to be teachers of color and have high CR teaching self-efficacy. Findings suggest that tailoring teacher development to how teachers blend multiple approaches may best support equitable mathematics instruction. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01