Program Completers' Implementation of Culturally Responsive Pedagogy: A Measure of Program Continuous Improvement

• In Event: Using Research to Inform Program Evaluation

Abstract

This mixed-methods study examined how novice teachers implemented culturally responsive pedagogy (CRP) to support the learning of diverse student populations. Participants (n=177) provided impact data, descriptions of teaching context, and reflections on teaching practice in support of diverse students according to a provided CRP model. Findings indicate participants were comfortable linking content to students’ experiences and exploring multiple perspectives. CRP recommendations less prevalent in the data included evidence of participants’ abilities to connect content to real-world issues, communicate high expectations to diverse students, collaborate with families, and communicate in a linguistically and culturally responsive manner. Practical implications focus on alignment of findings to recommended best practices in support of program continuous improvement in accordance with current accreditation expectations.

Authors

• Donna Wake, University of Central Arkansas
  Presenting Author

• Julie Workman, Arch Ford Education Service Cooperative
  Presenting Author

• Karen Norton, Arch Ford Education Service Cooperative
  Presenting Author