Urban middle school beginning teachers' perceptions of their ability to demonstrate culturally responsive pedagogy and its importance following the completion of a new teacher support program.

摘要

Culturally responsive pedagogy (CRP) is an approach to teaching and learning that (1) uses students' cultural knowledge and experiences, (2) incorporates a culturally compatible classroom environment, (3) provides students with opportunities to demonstrate learning using a variety of assessment techniques, and (4) provides students with the knowledge and skills needed to function in mainstream culture while maintaining their cultural identity and native language (Siwatu, 2007). This primarily quantitative study examined 61 urban middle school beginning teachers' from Title I schools with ethnically and/or linguistically diverse student populations. This study investigated the frequency to which beginning teachers demonstrated culturally responsive pedagogy and its importance in the classroom. The scores from the Culturally Responsive Pedagogy Frequency Scale (CRPFS) suggested beginning teachers demonstrated incompetent CRP behaviors. In addition, the Culturally Responsive Pedagogy Disposition Scale (CRPDS) results revealed higher scores for culturally responsive pedagogical importance than CRP behaviors. ANOVA (p.05) results suggested that the amount of multicultural courses did not have an affect on beginning teachers' culturally responsive pedagogy and disposition. A Pearson Product-Moment Correlation Coefficient (p.05 p.01) results indicated that culturally responsive assessment and empowerment are least likely to have a relationship with cultural self-awareness, culturally responsive curriculum and instruction, and classroom management. Implications for teacher preparation programs, state, district and school leaders, and teachers are included in this study.