Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how...

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Bibliographic Details
Published in:School psychology review 2018-06, Vol.47 (2), p.153-166
Main Authors: Larson, Kristine E., Pas, Elise T., Bradshaw, Catherine P., Rosenberg, Michael S., Day-Vines, Norma L.
Format: Article
Language:English
Subjects:
African American students
African Americans
Behavior Change
Bias
Black students
Classroom Techniques
Classrooms
Correlation
Culturally Relevant Education
Demographic aspects
Educational Practices
Elementary School Teachers
Functional Behavioral Assessment
Intervention
Learner Engagement
Methods
Middle School Teachers
Multicultural education
Observation
Outcomes of Education
Positive Behavior Support
Positive Behavior Supports
Prevention
Professional development
School Discipline
Self Efficacy
Social aspects
Social Desirability
Statistical Significance
Structural Equation Modeling
Structural Equation Models
Student Behavior
Teacher Characteristics
Teachers
Teaching
Teaching Methods
Teaching Models
White people
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Summary:The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices. Data were collected from 274 teachers in 18 schools. Structural equation modeling indicated a statistically significant association between observations of culturally responsive teaching and proactive behavior management practices, with observed positive student behaviors in classrooms. Implications for measurement and practice are discussed.
ISSN:2372-966X
0279-6015
2372-966X
DOI:10.17105/SPR-2017-0070.V47-2