Student Perceptions of Culturally Responsive Practices in the Context of Teacher simEquity Professional Development

• In Event: Marriott Roundtable Session Six
  In Roundtable Session: Online and Equitable Simulated Teacher Professional Development (Table 4)

Abstract

Student engagement, cultural identity and voice in school have been shown to have measurable influence on student learning. Measures of student perceptions of their teachers’ cultural engagement, teaching practices and their own voice in schooling are included in this paper. Data from 604 students of teachers who participated in a simulated teaching environment intended to improve equitable teaching practices revealed no gender differences but significant differences by ethnicity, grade level and the region of their school.

Authors

• Rhonda R. Christensen, University of North Texas
  Presenting Author

• Gerald A. Knezek, University of North Texas
  Presenting Author