Improving Culturally Responsive Practices in High School Classrooms through Teacher Professional Development: A Mixed-Method Study

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Teaching Beyond the Formula: Culturally Responsive Approaches to STEM and Student Success

Abstract

This study aims to understand whether and how professional development (PD) support can help teachers improve culturally responsive practices (CRP). Situated in three high schools with predominantly Latine student population, we examined teachers’ CRP learning from a one-year PD program that involved external coaching support, active learning workshops focusing on critical reflection and asset-based learning, and regular team meetings for teacher collaboration. We found that teachers became more confident and reported more positive behavior in teaching Latine students at the end of the program. They learnt to reflect on own biases and shift the mindsets and also started to incorporate students’ culture into curricula trying out new participation and formative assessment strategies.

Authors

• Robin Wisniewski, RTI International

• Yihua Hong, RTI International

• Francesca López, University of Wisconsin - Madison

• Ceri Dean, Dean Education Consulting

• Jill Pierce, Research Triangle Institute

• Jon Boyette, RTI International