Culturally Responsive Teaching in Urban Secondary Schools

Tanase, Madalina

doi:10.1177/00131245211026689

Cited by 14 publications

(9 citation statements)

References 21 publications

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“…The dearth of literature focused on evaluating CRT practices may be due to the inconsistent interpretations of the CRT framework (Cervantes & Clark, 2020). There are numerous CRT-related theories to draw from, including culturally responsive pedagogy (Chang & Viesca, 2022), CRT (Tanase, 2022), and culturally relevant teaching (Byrd, 2016). A plethora of studies are being published simultaneously to unpack these theories and how they can best be represented in the classroom, which can cause misconstruals across theories.…”

Section: Discussionmentioning

confidence: 99%

Check yourself! Exploring current culturally responsive teaching assessment measures

Lawson,

Knox,

Romero

et al. 2024

Psychology in the Schools

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Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Check yourself! Exploring current culturally responsive teaching assessment measures

Lawson,

Knox,

Romero

et al. 2024

Psychology in the Schools

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“…These findings could be related to the characteristics of the interpersonal relationships that leaders build with novice teachers. For example, novice teachers who are ethnoracially matched to their principal could experience increased voice, less discrimination, and more support to pursue culturally responsive teaching practices (Grissom et al, 2015; Tanase, 2022). Relatedly, Brezicha and Fuller (2019) found that teachers working with the same race/ethnicity principal reported higher levels of trust in their principal.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes

Edwards,

Anderson

2023

AERA Open

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Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K–12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some nonurban school locales.

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“…Similarly, Tanase (2022) explained that culturally responsive teachers used community assets to teach their students different concepts in mathematics and science, making their students' real-life experiences part of the official curriculum. Classrooms become communities of learners where students work together to learn the content and they develop a critical consciousness about issues and events that occur in their own communities.…”

mentioning

confidence: 99%

“…In other classes, students used gummy bears and marshmallows to build water molecules or used pizza or cookies to learn about fractions. Tanase (2022) further explained how science teachers used examples of water to make the content relevant, such as discussing how the rain affected the environment, or relating water properties to beverages (i.e. lemonade, Kool-Aid).…”

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confidence: 99%

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Mapping the Interrelations between Pre-service Teachers’ Beliefs and Knowledge of Learning to Their Principles of Effective Instruction

Tanase

Dinsmore

2022

JOSEP

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This mixed-methods study examined the congruence of pre-service teachers’ perceptions about their beliefs and knowledge of learning to their perceived principles of effective instruction, explicitly linking learning and teaching for students and teachers. Participants were 56 pre-service teachers in the college of education at a mid-sized university in the southeastern US. Three measures were employed in this study: firstly, participants were asked to choose a picture that best represented their views on the relationship between beliefs and knowledge and two open-ended questions asked them to define what beliefs and knowledge are. The second measure consisted of twenty-four items asking about their perceptions of their knowledge and beliefs about learning. Finally, the third measure consisted of an open-ended item asking participants to list and briefly describe their five core principles of effective instruction. Results show that beliefs are relatively dynamic and subject to change. Even over the course of a semester, there was a qualitative shift in pre-service teachers’ perceptions of knowledge of learning and less so in terms of perceptions of beliefs about learning. Surprisingly, there was less change in PSTs’ beliefs about learning, which is important since these beliefs may be much more likely to influence their decision-making as both pre-and in-service teachers.

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Culturally Responsive Teaching in Urban Secondary Schools

Cited by 14 publications

References 21 publications

Check yourself! Exploring current culturally responsive teaching assessment measures

Check yourself! Exploring current culturally responsive teaching assessment measures

Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes

Mapping the Interrelations between Pre-service Teachers’ Beliefs and Knowledge of Learning to Their Principles of Effective Instruction

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