Developing PreK–12 Teachers for Culturally Responsive Practice: A Review of Interventions and Quantitative Measures

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Developing PreK-12 Teachers for Culturally Responsive Practice: A Review of Interventions and Quantitative Measures

Abstract

PreK–12 classrooms are increasingly diverse, requiring teachers to meet students’ needs through culturally responsive teaching (CRT). This systematic review examines CRT interventions aimed at developing teachers’ knowledge, skills, and attitudes (KSAs), along with the tools used to assess them. Following PRISMA guidelines, 22 studies were included in the qualitative synthesis. Findings show that most studies focused on pre-service teachers, employed mixed-methods, and used small, single-group samples. While interventions varied in design and theoretical grounding, they consistently improved teachers’ KSAs. This study underscores CRT’s promise in promoting educational equity and calls for rigorous, theory-informed, and longitudinal studies using validated quantitative measures to support its integration in teacher education and professional development.

Authors

• I-Chun Hsiao, University of Iowa

• Qianyi Gao, University of Iowa