Addressing the Achievement Gap and Disproportionality through the Use of Culturally Responsive Teaching Practices

Autor/inn/en	Griner, Angela Christine; Stewart, Martha Lue
Titel	Addressing the Achievement Gap and Disproportionality through the Use of Culturally Responsive Teaching Practices
Quelle	In: Urban Education, 48 (2013) 4, S.585-621 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912456847
Schlagwörter	Culturally Relevant Education; Academic Achievement; Achievement Gap; Reflection; Educational Practices; Special Education; Student Diversity; Teacher Education; Teacher Attitudes; Urban Education; Educational Change; Disproportionate Representation; Surveys; Delphi Technique; Feedback (Response); Multicultural Education; School Policy; Teacher Student Relationship; Case Studies; Cultural Differences + Suchen Sie Ihr Suchwort? Schulleistung; Bildungspraxis; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Stadtteilbezogenes Lernen; Bildungsreform; Survey; Umfrage; Befragung; Delphi-Methode; Multikulturelle Erziehung; Schulpolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Kultureller Unterschied
Abstract	Culturally responsive practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been much research discussing these issues, teachers and school staff lack clear examples and tools for best practices toward addressing these issues effectively. This research provides a practical tool to encourage teachers and school staff to engage in reflective, culturally responsive practice as well as highlighting the need to include a range of stakeholders in the process of developing, implementing, and evaluating tools for educational practice. (Contains 7 notes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10