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

Autor/inn/en	Fallon, Lindsay M.; Veiga, Margarida B.; Susilo, Annisha; Kilgus, Stephen P.
Titel	Do Teachers' Perceptions of High Cultural Responsiveness Predict Better Behavioral Outcomes for Students?
Quelle	In: Behavioral Disorders, 48 (2023) 2, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/01987429211067217
Schlagwörter	Culturally Relevant Education; Cultural Awareness; Teacher Attitudes; Student Behavior; Outcomes of Education; Learner Engagement; At Risk Students; African American Students; Students with Disabilities; Behavior Problems; Urban Schools; Public Schools; Disadvantaged; Elementary School Teachers; Secondary School Teachers; Observation; Prediction + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Lehrerverhalten; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Vorhersage
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. This article 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 examined the relationship between ratings of 20 U.S. teachers 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 ratings of 30 U.S. teachers on the Double Check Self-Refection Tool 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01