A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Comstock, Meghan; Litke, Erica; Hill, Kirsten Lee; Desimone, Laura M.

doi:10.1177/23328584221140092

Cited by 9 publications

(10 citation statements)

References 53 publications

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“…relevant instruction, linguistically diverse students may not receive the instructional support needed to foster academic achievement [13,14].…”

Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Delcourt,

Heath,

Goolkasian

2024

ASM

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This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

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“…relevant instruction, linguistically diverse students may not receive the instructional support needed to foster academic achievement [13,14].…”

Section: Annals Of Social Sciences and Management Studiesmentioning

confidence: 99%

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Delcourt,

Heath,

Goolkasian

2024

ASM

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“…These findings stem primarily from qualitative investigations, whereas quantitative studies are scarce (for exceptions, see Blazar, 2021; Bottiani et al, 2020; Byrd, 2016). Particularly, we use teachers’ self-efficacy in CRT as a proxy for CRT, as it is related with their self-reported CRT implementation (Comstock et al, 2023; Romijn et al, 2020; Siwatu, 2007). Examining perspectives of both teachers and students interdependently, we aim to fill the gap in the literature by quantitatively investigating to what extent teachers’ CRT self-efficacy is related to the academic and psychological adjustment among both immigrant and refugee 1 and nonimmigrant children.…”

Section: Teachers’ Crt Self-efficacymentioning

confidence: 99%

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

Ialuna,

Civitillo,

Schachner

et al. 2024

Cultural Diversity & Ethnic Minority Psychology

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This study investigated the association between teachers' culturally responsive teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate (i.e., equal treatment by students and heritage and intercultural learning) and the academic and psychological adjustment of elementary school children in culturally diverse German classrooms. Participants were 41 teachers and 234 fourth grade students (38% first immigrant generation, 43.4% second immigrant generation, 18.6% non-immigrant). Analyses showed that teachers' CRT self-efficacy and student-perceived equal treatment were positively related to mathematical competence and German proficiency. Heritage and intercultural learning was positively associated with school belongingness and life satisfaction, but negatively with reading comprehension. Equal treatment and heritage and intercultural learning did not mediate the relation between CRT self-efficacy and students' adjustment. Findings suggested that teachers' CRT self-efficacy and classroom cultural diversity climate can be beneficial for different aspects of the academic and psychological adjustment of elementary school students, regardless of their immigrant generation.

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“…This was somewhat surprising, especially in light of Comstock et al's (2023) study, in which the authors found that teachers' beliefs regarding culturally responsive teaching moderate the relationship between their feelings of culturally responsive self-efficacy and the extent to which they implement culturally responsive practices. Specifically, Comstock et al (2023) found that endorsing pedagogical beliefs that both emphasize sameness over cultural difference and embrace a colorblind approach to teaching, weakens the relationship between culturally responsive self-efficacy and the implementation of culturally responsive practices.…”

Section: The Effect Of Colorblind Racial Ideology On the Relationship...mentioning

confidence: 99%

Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy

Ottwein

Mun

2023

Gifted Child Quarterly

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Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.

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A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction

Cited by 9 publications

References 53 publications

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy

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