Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

Autor/inn/en	Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day-Vines, Norma L.
Titel	Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice
Quelle	In: School Psychology Review, 47 (2018) 2, S.153-166 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Student Behavior; Culturally Relevant Education; Teaching Models; Teaching Methods; Behavior Change; Educational Practices; Classroom Techniques; Structural Equation Models; Statistical Significance; Positive Behavior Supports; Functional Behavioral Assessment; Prevention; Self Efficacy; Elementary School Teachers; Middle School Teachers; Intervention; Social Desirability; Teacher Characteristics; Correlation; Observation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Klassenführung; Prävention; Vorbeugung; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Soziales Bedürfnis; Korrelation; Beobachtung
Abstract	The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices. Data were collected from 274 teachers in 18 schools. Structural equation modeling indicated a statistically significant association between observations of culturally responsive teaching and proactive behavior management practices, with observed positive student behaviors in classrooms. Implications for measurement and practice are discussed. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01