A Validation Study of the Culturally Responsive Teaching Survey

Abstract

Amidst the ethnic and linguistic diversity in adult English language classes, there is heightened importance to using culturally responsive teaching practices. However, there are limited quantitative examinations of this approach in adult learning environments. The purpose of this investigation was to describe patterns of culturally responsive teaching practices of adult ESOL teachers and to establish the psychometric properties of the Culturally Responsive Teaching Survey (CRTS), a newly-developed self-assessment survey. Based on Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching [1], this 17-item online survey establishes patterns of teaching praxis appropriate for adult English language classrooms. Findings revealed a trend of regular to frequent use of the majority of the culturally responsive teaching practices indicated in the CRTS. In addition, analyses demonstrated that the CRTS is a reliable, uni-dimensional scale which yielded positive correlations with multi-cultural knowledge and teaching skills. Thus, the CRTS provides a useful tool for examining the praxis of culturally responsive teaching in adult, second-language classrooms. These findings will lead to improved understanding of how adult educators incorporate culturally responsive teaching practices in ethnically and linguistically diverse learning environments, in addition to supporting the use of this instrument in future research studies.

Towards Effective Teaching of Culturally Diverse Health Science Classes in Universities: Application of Culturally Responsive Pedagogies

“…The application of CRPs in teaching ensures that teaching becomes more personalized and contextualized to the needs of diverse HSE students. Separate studies by [12] and [33] found that the application of CRPs in university classrooms ensures that teaching becomes more personally appealing, meaningful and effective to HSE students, as academic knowledge and skills development in HSE students is situated within their lived experiences and frames of reference.…”

The Importance of Implementing Culturally Responsive Teaching on ASEAN Countries

“…A study conducted by Christy M. Rhodes (2017) found that there was positive correlation of teacher in conducting Psychometric culture evaluation to students in the classroom that assist teachers to develop the students' character, understanding and knowledge in learning multicultural comprehension process. This indicates that CRT could be the intervention for the teacher to consider the way to evaluate students' understanding and knowledge regarding the culture of certain community or place.…”

Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe

“…Various studies have shown that for lecturers to be able to effectively manage diversity they should employ CRPs. Such pedagogies will ensure that teaching is effective and more personally appealing and meaningful to students, and that academic knowledge and skills development in students is situated within their lived experiences and frames of reference (Chinn, 2017;Dreyfus, 2019;Rhodes, 2016;Salmelo-Aro, 2017;). Furthermore, a study by Maasum et al (2014) also found that such teaching requires adequate knowledge by lecturers of cultural knowledge (cultural backgrounds) of all their students as a base or starting point, and should include the development of curricula that have cultural diversity elements in their content.…”

“…Adapted from A validation study of the Culturally Responsive Teaching Survey (Rhodes, 2017) The criterion mean (CM) of 3.0 was used in this section to analyze the barriers to the application of CRPs by university lecturers with any mean less than 3.0 showing that the item is a barrier to the implementation of CRPs in universities.…”