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

    Authors

    A. C. Griner;M. L. Stewart

    Comments

    Authors: contact us about adding a copy of your work at STARS@ucf.edu

    Abbreviated Journal Title

    Urban Educ.

    Keywords

    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

    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.

    Journal Title

    Urban Education

    Volume

    48

    Issue/Number

    4

    Publication Date

    1-1-2013

    Document Type

    Article

    Language

    English

    First Page

    585

    Last Page

    621

    WOS Identifier

    WOS:000320162100005

    ISSN

    0042-0859

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