A mixed methods investigation of teachers' self-efficacy for culturally responsive instruction

Malo-Juvera, Victor; Correll, Pamela; Cantrell, Susan Chambers

doi:10.1016/j.tate.2018.05.003

Cited by 23 publications

(18 citation statements)

References 38 publications

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“…Culturally responsive teaching (CRT) fosters instructional strategies that are focused on the needs of marginalized learners Hammond, 2017). Students whose teachers engaged in high levels of culturally responsive methods of teaching outperformed their peers who received low levels of CRT (Malo-Juvera, Correll, & Cantrell, 2018). However, there has been a lack of culturally responsive pedagogy in Sunshine County Schools.…”

Section: Culturally Responsive Instruction: a Promising Pathmentioning

confidence: 99%

“…Learning about or engaging in CRT without support or confidence does not yield the ideological shifts necessary to enact lasting pedagogical changes (Malo-Juvera, Correll, & Cantrell, 2018). Instead, Malo-Juvera, Correll, and Cantrell (2018) explicated that educators must be guided through comprehensive, embedded, and ongoing professional development, to gain the tools and skills to effectively bridge educational gaps for diverse learners.…”

Section: Research Problem: Educators' Implementation Of Crtmentioning

confidence: 99%

“…Regularly analyzing data to determine disparities is essential to planning effective PD. Moreover, sustaining ideological shifts in instructional practices-such as shifts towards CRT-requires ongoing, comprehensive, and embedded support throughout the school year to bridge gaps for diverse learners (Malo-Juvera et al, 2018).…”

Section: Use Of Data To Plan Purposeful Professional Developmentmentioning

confidence: 99%

“…Facilitating lasting cultural responsiveness amongst instructional coaches and other educators requires implementing professional development (PD) that is continuous, purposeful, collaborative, and authentic (Mellom et al, 2018;Walkowiak, 2016). Professional development and additional support provided to instructional leaders to cultivate cultural responsiveness and fidelity in the use of the 6Ms should be comprehensive, embedded throughout, and reinforce the goals and vision of the school community (Malo-Juvera et al, 2018). Systematically integrating approaches to CRT and the 6Ms throughout the school year and meetings further supports long-lasting and ongoing measures to promote educational equity (He & Cooper, 2009;Weisman & Garza, 2002).…”

Section: Purposeful Professional Developmentmentioning

confidence: 99%

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Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

Rodney¹

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This intrinsic case study using interviews, a focus group, document analysis, and observation explored the impact of utilizing the 6Ms Framework, a locally developed instructional tool for implementing culturally responsive strategies, as a means of facilitating pedagogical shifts towards culturally responsive teaching (CRT) in an elementary context. Using the 6Ms Framework as a lens, this study explicitly examined the academic gaps between Black and non-Black elementary students in a school district within the southeastern United States. The perspectives of instructional leaders, including coaches and teacher leaders, were examined based on their use of or support of the 6Ms and CRT. Findings point to how intentional planning of culturally responsive lessons fosters educational equity for marginalized learners; studentcentered instructional practices lead to bridging gaps for diverse students; and engaging in the 6Ms facilitates shifts toward culturally responsive pedagogy for educators.

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Section: Culturally Responsive Instruction: a Promising Pathmentioning

confidence: 99%

Section: Research Problem: Educators' Implementation Of Crtmentioning

confidence: 99%

Section: Use Of Data To Plan Purposeful Professional Developmentmentioning

confidence: 99%

Section: Purposeful Professional Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

Rodney¹

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“…Teacher self-efficacy in teaching students who are ELLs is typically lower than in teaching other students. Although teachers tend to rate their self-efficacy as high in building relationships with their students, they rate their self-efficacy as lower in using aspects of the students' language and culture in the classroom to make meaning (Malo-Juvera, Correll, & Cantrell, 2018;Siwatu, 2007Siwatu, , 2011. Siwatu (2007) created a measure called the Culturally Responsive Teaching Self-Efficacy (CRSTE) and the Culturally Responsive Teaching Outcome expectancy (CRSTOE) to assess preservice teacher selfefficacy in teaching culturally and linguistically diverse students (including ELLs) in a culturally and linguistically responsive manner.…”

Section: Teacher Self-efficacy For Teaching Ell Studentsmentioning

confidence: 99%

The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

Kamuru¹

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Of the English Language Learners (ELLs) in USA K-12 schools, 665,000 are identified as having a disability. In mathematics, ELLs with disabilities have significantly lower outcomes than English dominant, and non-disabled peers. Numerous studies over four decades have linked student outcomes to teacher self-efficacy (i.e. belief in ability to perform a task for expected outcomes). Considering many ELLs with disabilities receive mathematics instruction from special education teachers, there are questions about the self-efficacy of these teachers to provide quality instruction, since there are few studies focused specifically on preparing or supporting special education teachers to teach mathematics to ELLs with disabilities. The purpose of this dissertation is to examine in-service special education teachers' overall self-efficacy in teaching mathematics in teaching any student with a disability and in teaching ELLs with disabilities in culturally and linguistically responsive ways. One hundred seventeen special education teachers from 9 states were recruited for this study which utilized surveys and follow up interviews. Six participants, chosen for having low or high self efficacy in teaching mathematics to any student with a disability or in teaching mathematics to ELLs with disabilities, were interviewed about factors which were helpful or harmful to their self-efficacy. Themes from the data included (a) teacher preparedness, (b) student characteristics, (c) teaching pedagogy, (d) building culture, (e) overall teacher disposition and (f) culturally responsive pedagogy.

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Teaching English to Linguistically and Culturally Diverse Students: Multicultural Pedagogy in Practice

Tra

Nguyen

2023

Handbook of Multilingual TESOL in Practice

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A mixed methods investigation of teachers' self-efficacy for culturally responsive instruction

Cited by 23 publications

References 38 publications

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

Teaching English to Linguistically and Culturally Diverse Students: Multicultural Pedagogy in Practice

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