Do Teachers' Perceptions of High Cultural Responsiveness Predict Better Student Behavioral Outcomes?

Autor/inn/en	Fallon, Lindsay M.; Veiga, Margarida B.; Susilo, Annisha; Kilgus, Stephen P.
Titel	Do Teachers' Perceptions of High Cultural Responsiveness Predict Better Student Behavioral Outcomes?
Quelle	(2023), (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.) ORCID (Kilgus, Stephen P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/01987429211067217
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Culturally Relevant Education; Cultural Awareness; Student Behavior; Learner Engagement; Behavior Problems; Students with Disabilities; Blacks; African American Students; Identification (Psychology); Self Concept; Social Problems; Emotional Problems; Risk; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Cultural identity; Kulturelle Identität; Student behaviour; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Black person; Schwarzer; African Americans; Afroamerikaner; Selbstkonzept; Social problem; Soziales Problem; Risiko
Abstract	Teachers' perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. The following brief report addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examines the relationship between teachers' (n = 20) ratings on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students' observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between teachers' (n = 30) ratings on the Double Check and ratings of 622 students' risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students' social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers' perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers' cultural responsiveness. [This paper was published in "Behavioral Disorders" 2023 (EJ1365248).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01