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

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...

Full description

Saved in:
Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2013-07, Vol.48 (4), p.585-621
Main Authors: Griner, Angela Christine, Stewart, Martha Lue
Format: Article
Language:English
Subjects:
Academic Achievement
Academic achievement gaps
Achievement Gap
Best practice
Case Studies
Classrooms
Cultural Differences
Culturally Relevant Education
Delphi Technique
Disproportionate Representation
Educational Change
Educational policy
Educational Practices
Feedback (Response)
Multicultural Education
Reflection
School faculty
School Policy
Schools
Special Education
Student Diversity
Students
Surveys
Teacher Attitudes
Teacher Education
Teacher Student Relationship
Teachers
Teaching
Urban Education
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085912456847