An Investigation of the Association between Teachers’ Use of Culturally Responsive Strategies, Culturally Responsive Teaching Self-Efficacy, and Teachers’ Ability to Manage Student Behavior

culturally responsive teaching;self-efficacy;teacher practice;Special Education

Larson, Kristine ElisabethDay-Vines, Norma L. ;

Johns Hopkins University

关键词: culturally responsive teaching;    self-efficacy;    teacher practice;    Special Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/39514/LARSON-DISSERTATION-2015.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Students with disabilities and African American students are more likely to experience exclusionary discipline than typically developing, White students. Some suggest that using culturally responsive teaching practices may improve student behavior. The purpose of this study was to determine whether teachers’ use of culturally responsive strategies and culturally responsive teaching self-efficacy were associated with teachers’ ability to manage student behavior. Since research suggests that the relationship among these variables may be influenced by teacher characteristics and social desirability, the influence of these variables was also examined. Responses from a battery of self-report and observation measures completed by 180 teachers from 12 schools were analyzed using structural equation modeling (SEM) to test research questions related to teachers’ use of culturally responsive strategies, culturally responsive teaching self-efficacy, and teachers’ ability to manage student behavior. Broadly, these research questions focused on the associations among teachers’ use of culturally responsive strategies, culturally responsive teaching self-efficacy, social desirability, and teacher characteristics and how these associations hold up after accounting for social desirability and teacher characteristics.Results indicated that teachers’ use of culturally responsive strategies in the classroom was not associated with culturally responsive teaching self-efficacy, even after accounting for the influence of social desirability and teacher characteristics. Additionally, results suggested that teachers’ use of culturally responsive strategies was associated with teachers’ ability to manage student behavior, but that culturally responsive teaching self-efficacy was not, even after accounting for social desirability and teacher characteristics. Implications for pre- and in-service teacher research, training, and evaluation in special and general education are discussed.