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Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching

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Resource type
Journal Article
Authors/contributors
Title
Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching
Abstract
This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
Publication
Education and Urban Society
Volume
50
Issue
8
Pages
697-726
Date
November 1, 2018
Journal Abbr
Education and Urban Society
Language
en
DOI
10.1177/0013124517713820
ISSN
0013-1245
Short Title
Voices From Urban Classrooms
URL
https://doi.org/10.1177/0013124517713820
Accessed
02/11/2021, 00:26
Library Catalogue
SAGE Journals
Extra
Publisher: SAGE Publications Inc
Citation
Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching. Education and Urban Society, 50(8), 697–726. https://doi.org/10.1177/0013124517713820
Link to this record
https://docs.edtechhub.org/lib/JUZUBP8C