2015
DOI: 10.1177/1534508415604879
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The Development and Initial Validation of the Student Measure of Culturally Responsive Teaching

Abstract: This article describes the development and initial validation of a measure of middle school students’ perspectives of culturally responsive teaching practices. The Student Measure of Culturally Responsive Teaching (SMCRT) was developed by modifying items on the Culturally Responsive Teaching Self-Efficacy (CRTSE), which measures teachers’ self-efficacy beliefs regarding their culturally responsive teaching practices. Data obtained from a sample of 748 seventh-grade students (63.9% Latino/as) were used to condu… Show more

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Cited by 43 publications
(22 citation statements)
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References 43 publications
(79 reference statements)
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“…It is made up of a range of positive pedagogical strategies, including differentiated teaching practices, cultural engagement, and heritage language affirmation (Dickson, Chun, & Fernandez, 2016). Diverse teaching practices in combination with high teacher expectations were related to higher academic selfefficacy and better classroom performance among firstand second-generation students (Garcia & Chun, 2016).…”
Section: Culturally Responsive Teachingmentioning
confidence: 99%
“…It is made up of a range of positive pedagogical strategies, including differentiated teaching practices, cultural engagement, and heritage language affirmation (Dickson, Chun, & Fernandez, 2016). Diverse teaching practices in combination with high teacher expectations were related to higher academic selfefficacy and better classroom performance among firstand second-generation students (Garcia & Chun, 2016).…”
Section: Culturally Responsive Teachingmentioning
confidence: 99%
“…Finally, the Student Measure of Culturally Responsive Teaching (Dickson, Chun, & Fernandez, ) contained two subscales: (1) diverse teaching practice: the degree to which teachers use diverse methods and establish a respectful climate (11 items, α Study1 = .92, α Study2 = .92); and (2) cultural engagement: the degree to which teachers bring students’ culture and home life into the classroom (seven items, α Study1 = .91, α Study2 = .90). Items were on a scale of 1 ( never ) to 5 ( always ).…”
Section: Methodsmentioning
confidence: 99%
“…This is problematic, given research evidence illustrating how the diversity gap between teachers and students can affect learning (Florian and Pantić 2017). More narrowly, research shows that students from marginalized groups encounter cultural and language barriers, which result to significantly lower academic achievement rates than those of the ethnic majority students, commonly cited "achievement gap" (Dickson et al 2015).Numerous studies have examined academic achievement of minoritized groups all around the…”
mentioning
confidence: 99%