Urban Novice Teachers' Perceptions Regarding Culturally Responsive Classroom Management: A Qualitative Analysis

• In Event: Teacher Preparation and Training in Classroom Management: Examining Effective Practices

Abstract

Urban novice teachers lack effective classroom management practices, unprepared to handle classroom management rigors. Gaps include lack of cultural awareness and implementation of culturally responsive management practices. This qualitative study explores perceived gaps of fifteen urban novice teachers in their first three years through the lens of culturally responsive classroom management (CRCM). Weinstein’s CRCM framework was used to examine survey and interview data. Themes included Awareness of Student Diversity and Ability to use CRCM Strategies. While aware of student diversity, teachers often held a deficit perspective of students, while revealing gaps in CRCM strategies to maintain order. Gaps often pointed to teacher preparation, with implications for needed changes in how we train teachers and support novice teachers.

Authors

• Karen E. McIntush, University of Houston
  Presenting Author

• Andrew Kwok, Texas A&M University
  Presenting Author

• John A. Williams, Texas A&M University
  Presenting Author

• Hersh C. Waxman, Texas A&M University
  Non-Presenting Author