Promoting Educators' Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

Autor/inn/en	Bottiani, Jessika H.; Larson, Kristine E.; Debnam, Katrina J.; Bischoff, Christina M.; Bradshaw, Catherine P.
Titel	Promoting Educators' Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions
Quelle	In: Journal of Teacher Education, 69 (2018) 4, S.367-385 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117722553
Schlagwörter	Culturally Relevant Education; Inservice Teacher Education; Intervention; Program Effectiveness; Equal Education; Educational Improvement; Educational Research; Research Methodology + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode
Abstract	Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed. [This work was also funded by the IES Predoctoral Interdisciplinary Research Training Program.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01