Culturally Responsive Classroom Management: Awareness Into Action

Weinstein, Carol S.; Curran, Mary; Tomlinson-Clarke, Saundra

doi:10.1207/s15430421tip4204_2

Cited by 171 publications

(103 citation statements)

References 4 publications

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“…By using these techniques, teachers make their expectations explicit, a move associated with culturally responsive classroom management (Weinstein, Curran, & Tomlinson-Clarke, 2003).…”

Section: Ideas and Identities 37mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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This review considers research related to mathematics education and cooperative learning, and discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. I define equity in this context as the fair distribution of opportunities to learn, and argue that identity-related processes are just as central to mathematical development as content learning. I consider the link between classroom social ecologies, the interactions and positional identities that these social ecologies make available, and student learning. I close by considering unresolved questions in the field and proposing directions for future research.

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“…By using these techniques, teachers make their expectations explicit, a move associated with culturally responsive classroom management (Weinstein, Curran, & Tomlinson-Clarke, 2003).…”

Section: Ideas and Identities 37mentioning

confidence: 99%

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Esmonde

2009

Review of Educational Research

177

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“…A culturally responsive approach to classroom management is a frame of mind that can be developed through honest reflection about one's interactions with 90 students (Weinstein, Curran, & Tomlinson-Clarke, 2003). A culturally responsive approach recognizes the cultural references students bring to the classroom that shape their interpretation and response to interventions.…”

Section: Culturally Relevant Questioning In Rtimentioning

confidence: 99%

“…Instead of focusing solely on reducing problem behaviors, the addition of new behaviors is included in the guiding questions in this dimension. This ensures that mainstream classroom behaviors are explicitly taught to the student who may be lacking these skills (Weinstein et al, 2003). Evidence of student representation in the curriculum is also questioned (see Table 1).…”

Section: Professional Development Can "Broaden Teacher Perspectives Bmentioning

confidence: 99%

RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

Abou-Rjaily

Stoddard

2017

IJME

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Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging behaviors, there is an absence of culturally responsive methods to support CLD students. This article will discuss the use of culturally responsive guiding questions in an RTI framework.

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“…Restorative justice (Gonzalez, 2015), Positive Behavioral Interventions and Supports (PBIS) (Vincent, Sprague, Pavel, Tobin, & Gau, 2015), and student threat assessment (Cornell & Lovegrove, 2015) have been proposed as tactics with potential to address the problem. Alternately, Weinstein, Curran, and Tomlinson-Clarke (2003) suggested that racial discipline disproportionality is partly attributable to teachers' lack of cultural awareness about the diverse students found in urban public schools.…”

Section: Racial Discipline Disproportionalitymentioning

confidence: 99%

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Brown

Steele

2015

JoMR

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<p class="normal">Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.</p>

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Culturally Responsive Classroom Management: Awareness Into Action

Cited by 171 publications

References 4 publications

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

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