Title

Addressing The Achievement Gap And Disproportionality Through The Use Of Culturally Responsive Teaching Practices

Keywords

achievement gap; best practices; culturally relevant pedagogy; culturally responsive teaching; disproportionality; diversity; multicultural schools; parental involvement; policy making; school reform; special education; teacher beliefs; urban education

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. © The Author(s) 2012.

Publication Date

7-1-2013

Publication Title

Urban Education

Volume

48

Issue

4

Number of Pages

585-621

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0042085912456847

Socpus ID

84878943678 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84878943678

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