Bringing Research to Critical Practices and Policies: Using Research on Culturally Responsive Pedagogy to Strengthen Teacher Evaluation and Student Achievement

Session Submission Type: Invited Session

Abstract

Most of the protocols for measuring teacher performance either pay little attention to or are unclear about teaching practices generally referred to as “culturally responsive pedagogy” (CRP). Because teaching practices that are central to CRP are particularly important to the academic success of students from diverse racial, ethnic, cultural and linguistic backgrounds, the implementation of high-stakes teaching evaluation is likely--unintentionally and ironically—to limit the learning opportunities of many students who need highly effective teaching most.

Sub Unit

• Presidential Session

Cosponsor

• Division K - Teaching and Teacher Education

Chair

• Willis D. Hawley, University of Maryland

Participants

• Alfredo J. Artiles, Ph.D., Arizona State University

• Deborah Loewenberg Ball, University of Michigan - Ann Arbor

Discussant

• Kathleen Paliokas, Council of Chief State School Officers