Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices
Abbreviated Journal Title
disproportionality; special education; teacher beliefs; achievement gap; best practices; culturally responsive teaching; diversity; parental; involvement; culturally relevant pedagogy; school reform; urban; education; multicultural schools; policy making; EDUCATION; REPRESENTATION; CURRICULUM; CLASSROOM; TEACHERS; MODEL; Education & Educational Research; Urban Studies
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.
"Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices" (2013). Faculty Bibliography 2010s. 4058.