Mindful Reflection as a Process for Developing Culturally Responsive Practices

Dray, Barbara J.; Wisneski, Debora Basler

doi:10.1177/004005991104400104

Cited by 34 publications

(28 citation statements)

References 8 publications

(4 reference statements)

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“…However, since many teachers do not see themselves as the problem but believe students and parents are, they are often unwilling to change (García & Guerra, 2004; Guerra & Nelson, 2009; Pohan & Aguilar, 2001). Leaders must work with teachers to develop a willingness to look within, determine how their beliefs are affecting their practice, and then change it (Dray & Wisneski, 2011; Jacobs, 2014)—a strategy Anne and Myra neglect to employ, despite the evidence they have from observing and interacting with teachers. Not having begun to address deficit thinking in this way, as part of school improvement efforts, simply suppresses the issue, causing tension to increase and explode much later at the opening session.…”

Section: Teaching Notesmentioning

confidence: 99%

Ready for Change? Emotions and Resistance in the Face of Social Justice Leadership

Murray-Johnson

Guerra

2017

Journal of Cases in Educational Leadership

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Inspired by true events, this case presents how the Northwestern Elementary leadership team confronts the challenges of deficit thinking on their campus. An action research study uncovers a glaring lack of cultural responsiveness in practice, concerning Black and Hispanic students. Motivated by these findings, Anne, a White principal and Myra, a Hispanic assistant principal, begin the first of several workshops on culturally responsive classrooms. However, they quickly discover surprising guests—their own challenging emotions, evoked by dialogue Anne initiates with staff—and disturbing emotional reactions from several staff members. How can they lead for social justice with these feelings?

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Section: Teaching Notesmentioning

confidence: 99%

Ready for Change? Emotions and Resistance in the Face of Social Justice Leadership

Murray-Johnson

Guerra

2017

Journal of Cases in Educational Leadership

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“…There has been considerable work illustrating how culturally responsive teaching practices can be integrated into school and classroom practices (e.g., Dray & Wisneski, ; Gay, ; Nieto, ; Richards, Brown, & Forde, ; Savage et al., ; Vincent, Randall, Cartledge, Tobin, & Swain‐Bradway, ; Weinstein et al., ). For example, a teacher professional development and coaching model based on the Double Check framework (Hershfeldt et al., ) has focused on five core components of culturally responsive teaching practices reflected in this definition: connecting culture to the curriculum, engaging in authentic relationships with all students, reflective thinking about cultural heritages and ways of learning and knowing, effective communication with students and parents, and sensitivity to students’ culture (Rosenberg, ).…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

“…Thus, reliable and valid measures that accurately assess teacher cultural responsiveness are needed. Given existing models' focus on improving teachers' beliefs, behaviors, and classroom management strategies (e.g., Dray & Wisneski, 2011;Richards, Brown, & Forde, 2007;Vincent, et al, 2011), the classroom environment is the primary context for measuring the success of these interventions.…”

Section: Culturally Responsive Teachingmentioning

confidence: 99%

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

et al. 2015

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A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers' ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom. C 2015 Wiley Periodicals, Inc.

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“…Some benefits of clinical supervision mirror those of mindfulness practice, such as better stress management, increased self-awareness, and greater self-efficacy. Including mindfulness in clinical supervision helps supervisors accept teachers' weaknesses (Dray & Wisneski, 2011). In the counseling and psychology professions, supervision is a restorative process that may improve teaching performance and reduce burnout in the stressful mental health fields (Bégat, Ellefsen, & Severinsson, 2005;White & Winstanley, 2014).…”

Section: Mindfulnessmentioning

confidence: 99%

Teacher-Centered Mentorship as Meaningful Professional Development

Saylor

McKenzie²,

Sacco³

2018

JoMR

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A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants’ experiences: the importance of mindfulness as a precursor to reflection and mentorship, the creation of communities of trust, the benefits of structure and focus, and the role of supportive accountability in improved practices. The study provides preliminary evidence for the use of multidimensional and teacher-centered professional-development programs to improve teaching practices. The research study has implications for administrators, teachers, and future research.

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Mindful Reflection as a Process for Developing Culturally Responsive Practices

Cited by 34 publications

References 8 publications

Ready for Change? Emotions and Resistance in the Face of Social Justice Leadership

Ready for Change? Emotions and Resistance in the Face of Social Justice Leadership

An Examination of the Association Between Observed and Self-Reported Culturally Proficient Teaching Practices

Teacher-Centered Mentorship as Meaningful Professional Development

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