Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy

Boon, Helen; Lewthwaite, Brian

doi:10.1016/j.ijer.2015.05.002

Cited by 42 publications

(14 citation statements)

References 24 publications

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“…CRT in technology-supported learning environments 2447 (Gay, 2002) and provide an accessible process through which students and community can be included (Boon & Lewthwaite, 2015). Huang and Liu (2017) further emphasised the importance of using both local standard and cultural responses as a basis for designing curricula.…”

Section: Participantsmentioning

confidence: 99%

“…Previous studies have suggested that a well‐structured CRT curriculum can facilitate a teacher's understanding of the ways in which cultural backgrounds and experiences can be used to enhance students' learning achievements (Chou, Su, & Wang, 2018; Gunn & King, 2015; Whitaker & Valtierra, 2018). Several studies have used the CRT framework to examine in‐service teacher perceptions of CRT (eg, Bersh, 2018; Boon & Lewthwaite, 2015; Jabbar & Hardaker, 2013; Santoro & Kennedy, 2016; Savva, 2017; Wyatt, 2014); per‐service teacher practices in CRT (eg, Bottoms, Ciechanowski, Jones, Hoz, & Fonseca, 2017; Chou, Su, & Wang, 2018; Chuang, 2016; Warren, 2018); and efforts to use a CRT approach in specific domains, such as science (Brown & Crippen, 2017), reading comprehension (Bui & Fagan, 2013), and math (Bottoms et al , 2017). Boon and Lewthwaite (2015) developed a culturally responsive pedagogy (CRP) questionnaire for Australian teachers that addressed gaps in teachers' understanding of quality education from the perspective of multicultural learners and their communities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Chuang¹,

Shih²,

Cheng³

2020

Brit J Educational Tech

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This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of the instrument. The construct validity of this instrument was examined via confirmatory factor analysis and a multidimensional partial credit model for item responses in which an 18-item instrument (4 items regarding cultural values, 3 regarding culturally relevant curricula, 4 regarding cultural scaffolding, 3 regarding multicultural collaboration, and 4 regarding integrating with technology and multicultural perspectives) was validated after the elimination of 4 items. The reliability of the instrument was found to be satisfactory according to multidimensional versions of the partial credit model analysis. Regression analysis showed that technology experiences and technology experiences in teaching were positive predictors while school level was a negative predictor of teachers' perceived CRT in TSLE. Elementary school teachers were more likely to have positive perceptions of CRT in TSLE than were secondary school teachers.

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Section: Participantsmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Chuang¹,

Shih²,

Cheng³

2020

Brit J Educational Tech

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“…In an effort to help teachers to improve their pedagogy for students from diverse backgrounds we focused on instruction processes and classroom dispositions that Australian Indigenous students and their parents endorsed as being helpful for their learning. To that end we followed a two phase research protocol reported fully in Boon and Lewthwaite (2015), as a precursor to a third forthcoming intervention phase. We conducted interviews with 27 Indigenous parents, 43 grade 9-12 students and also with Indigenous teachers and a teacher administrator responsible for curriculum delivery and appropriate pedagogical practice for Indigenous students and gathered information about the specific classroom behaviours that typified quality teaching for Indigenous students.…”

Section: Aims and Methodsmentioning

confidence: 99%

“…The sample upon which we tested the instrument consisted of 80 elementary and 61 secondary school teachers. For extensive statistical details of the piloting phase using Rasch analyses to validate the instrument please refer to Boon and Lewthwaite, (2015). The validation process of the instrument resulted in 62 well-fitting items (Table 2).…”

Section: Instrumentation Process and The Use Of The Rasch Modelmentioning

confidence: 99%

Teacher Ethics: The Link between Quality Teaching and Multi-ethnic and Multiracial Education

Boon¹,

Lewthwaite²

2016

AJE

Self Cite

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Many current economic and social challenges lead to waves of migrating people. The countries where migrants seek refuge can be ethnically homogeneous and monolingual such as Greece, or more frequently, ethnically diverse with local Indigenous populations which have been subjugated and marginalized, such as the US or Australia. In either context, a significant corollary of migration is the absorption of children into the local educational system. Migrant children, much like the local Indigenous marginalized children of the host countries, have language barriers and different customs from those of the host country. Cultural mismatches between the culture of the child and that of its teacher have been empirically shown to result in a range of negative outcomes for the child, including behavioural infractions, low academic outcomes and dropping out of school. This research illustrates findings from the second phase of an extended study. The study aim was to identify what constitutes culturally responsive pedagogy in Australia to support the needs of Indigenous Australian students. Indigenous Australian students, like their counterparts in New Zealand and North America, have the lowest academic attainment of any students in Australia. Through qualitative interviews with Indigenous parents, teachers and students, we identified a range of teacher behaviours deemed by Indigenous people to be indicators of teacher quality as indicated by culturally responsive pedagogy. From these we constructed a teacher survey which was piloted with two waves of practicing teachers. Latent Trait Analyses using the Rasch Model validated the survey and its underlying factors. Findings showed that teachers' ethic of care strongly predicted their pedagogical expertise. Implications of the research include redefining quality teaching as a pedagogy based on strong ethical standards driven by a vocational disposition which seek to benefit all students including those from ethnically diverse groups such as Indigenous students, refugees and recent migrants.

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“…From globalization to multiculturalism, it is recognized that classroom interculturalism requires greater awareness of the cultural contexts, on behalf of international visiting students and faculty, that may clash with domestic students’ cultures (9); however, less direct work specifically addresses this through faculty development. A developed instrument to measure culturally responsive pedagogy helps by providing questions for faculty to consider for diverse students in home classrooms as well as for intercultural education (10). While the focus here is on CHC, we see common pitfalls globally in attempts to reform educational systems with social constructivism and student-centered learning when teacher-centered modes are the norm and the roles that cultural, economic, and political forces play have not been considered (11).…”

Section: Challenges In Culturally Appropriate Pedagogymentioning

confidence: 99%

Intercultural Competency: Steps for Introducing Active Learning Case Studies Internationally in Confucian Heritage Culture

Smith-Keiling

2019

J Microbiol Biol Educ.

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Educational interculturalism continues to expand for our increasingly diverse classrooms, both at home and globally. When visiting faculty share active-learning, case study–based learning activities internationally with host faculty in Asian settings, instruction must take into consideration culturally-appropriate pedagogy in the context of Confucian Heritage Culture (CHC). The challenge for visiting faculty lies in not being completely versed in host culture yet remaining open to discovering how educational practices might be adapted within a CHC context. Additional care must be taken by visiting faculty at this first level of host faculty training to engage in active learning interculturally. This Perspectives article attempts to highlight intercultural competency steps, strategies, and examples provided as supplementary material, that are useful for the creation and implementation of an active-learning case study for CHC faculty development: 1) cultural preparation, 2) immersed engagement in the host country and reflection on self-cultural competency, 3) development of a culturally relevant case study addressing a host country need, 4) a contextual problem to incite interest, 5) learning outcomes, 6) making the case a real, personalized, narrative and 7) relevant faculty development questions to find the best fit in their culture. During implementation of the case study, 8) the visiting instructor models active learning, acting as a guide to international host faculty, who experientially learn about active learning while engaging in solving the case study themselves. Additional strategies include the presenter leaving the room to provide space for collaborative learning to occur where CHC cultural barriers prevent full engagement. Finally, in step 9) resources are provided.

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Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy

Cited by 42 publications

References 24 publications

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

Teacher Ethics: The Link between Quality Teaching and Multi-ethnic and Multiracial Education

Intercultural Competency: Steps for Introducing Active Learning Case Studies Internationally in Confucian Heritage Culture

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