Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities

Shumate, Lorraine; Campbell-Whatley, Gloria D.; Lo, Ya‐yu

doi:10.1080/09362835.2012.640905

Cited by 15 publications

(8 citation statements)

References 27 publications

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“…This may indicate a difficulty that math teachers have in translating these practices within the context of this instructional content. Indeed, math and science teachers often report having difficulty adapting curricula to be more relevant to student culture and interests (Lee, ; Proweller & Mitchener, ), however a growing body of research is accumulating to suggest that culturally responsive strategies can be easily used in math and science classrooms (Bonner & Adams, ; Emdin, ; Shumate et al., ). On the other hand, teachers in social studies classrooms had higher scores on the use of culturally responsive practices.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

confidence: 99%

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

et al. 2015

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“…One study included implementer self-report data (Capraro et al, 2016). The other four studies included direct observation of implementers’ treatment fidelity (Hitchcock et al, 2016; Lee et al, 2005; Shumate et al, 2012; Valenzuela et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research

Fallon

DeFouw

Berkman

et al. 2021

Remedial and Special Education

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For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students’ culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

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“…CRT increases student engagement in the material being taught (Chiu et al, 2017; Robinson-Ervin et al, 2016), and students who receive CRT make academic gains (Shumate et al, 2012). There are many facets of CRT that increase success for students with an EBD.…”

Section: Literature Reviewmentioning

confidence: 99%

Culturally Responsive Teaching as a Method for Teaching Students With Emotional/Behavioral Disorders in the Music Classroom

Sisson

2021

Update: Applications of Research in Music Education

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As students with special needs become increasingly mainstreamed into music classes, there is a demand for strategies to help teachers meet these students’ needs. The purpose of this review of literature was to review and synthesize the literature focused on teaching students with an emotional/behavioral disorder (EBD) in the music classroom and to explore the possibility of culturally responsive teaching (CRT) being a method of engaging students with EBDs. Using targeted database searches, I reviewed the literature on the topic of culturally relevant teaching and synthesized the results into the following categories: (a) CRT and EBD and (b) CRT and music education. Becoming a culturally responsive teacher requires becoming culturally competent, designing culturally relevant curricula, demonstrating cultural caring, building a community of learners, and maintaining high expectations for students. By incorporating this mind-set into daily teaching, music teachers should find success working with students with EBDs.

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Infusing Culturally Responsive Instruction to Improve Mathematics Performance of Latino Students with Specific Learning Disabilities

Cited by 15 publications

References 27 publications

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

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

Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research

Culturally Responsive Teaching as a Method for Teaching Students With Emotional/Behavioral Disorders in the Music Classroom

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