Culturally Responsive Beliefs and Practices of General and Special Education Teachers within a Response to Intervention Framework

Autor/in	Robinson, Gretchen G.
Titel	Culturally Responsive Beliefs and Practices of General and Special Education Teachers within a Response to Intervention Framework
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 16 (2016) 2, S.22-36 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Culturally Relevant Education; Response to Intervention; Elementary School Teachers; Special Education Teachers; Teacher Surveys; Teaching Methods; Educational Practices; Barriers; Public Schools; Questionnaires; Check Lists; Student Characteristics; Ethnic Groups; Racial Differences; Statistical Analysis; Qualitative Research; Success; North Carolina + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Public school; Öffentliche Schule; Fragebogen; Checkliste; Ethnie; Rassenunterschied; Statistische Analyse; Qualitative Forschung; Erfolg
Abstract	The purpose of this study was to examine the extent to which diverse schools engage in culturally responsive beliefs and practices within response to intervention (RTI). Eight diverse elementary schools participated, and 200 general and special education teachers in grades K-5 completed surveys. Areas surveyed included culturally responsive teacher practices, culturally responsive school practices, successes, barriers, and needs to implement culturally responsive practices within RTI. Key findings showed a high proportion of teachers agreed to employing all of the culturally responsive practices except one. An equally high proportion of teachers perceived their school as employing all of the culturally responsive practices except one. Answers to open-ended questions supported and refuted these findings. The findings, including the implications for future research, are discussed. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: umkcmultiple@umkc.edu; Web site: http://multiplevoicesjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01