Teachers College Record: The Voice of Scholarship in Education, 2016
Background Many scholars have espoused the use of culturally responsive instruction (CRT) for clo... more Background Many scholars have espoused the use of culturally responsive instruction (CRT) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a framework for teacher professional development. The CRIOP is a comprehensive model and evaluation tool that operationalizes culturally responsive instruction around seven elements: Classroom Relationships, Family Collaboration; Assessment; Curriculum/Planned Experiences; Instruction/Pedagogy; Discourse/Instructional Conversation; and Sociopolitical Consciousness/Diverse Perspectives. Focus of Study This study was designed to answer the following questions: (1) Do teachers increase their use of culturally responsive practices as they participate in CRIOP professional development? (2) What is the relationship between implementation of culturally resp...
Study and Scrutiny: Research on Young Adult Literature, 2015
Attitudes toward LGBTQ Themed Literature 1 A Mixed Methods Study of Pre-service Teachers' Attitud... more Attitudes toward LGBTQ Themed Literature 1 A Mixed Methods Study of Pre-service Teachers' Attitudes toward LGBTQ Themed Literature While gay rights activists laud recent strides in granting protections and rights to same sex couples across the United States, LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) students do not often reap the rewards of those achievements. On a daily basis, many LGBTQ students are focused on just trying to survive another day at schools that often marginalize them and are sometimes active participants in creating a culture of violence designed to bully, harass, and shame them into behaving "like everyone else." Homophobic bullying is a form of bullying that is directed toward individuals who are or who are perceived to be gay, lesbian, bisexual, transgender, or questioning Rivers, 2001). Homophobic bullying is rooted in homophobia, which while akin to prejudices such as racism and sexism, has been defined as a negative attitude, belief, reaction, or action toward homosexuals . Perhaps the most frequent form of homophobia that LGTBQ teens are regularly subjected to is homophobic language; 84.9% of students have heard "gay" used in a negative connotation and 71.3% have heard other types of homophobic remarks (Kosciw, Greytak, . Beyond hearing themselves described in negative terms, the use of directed homophobic epithets is the most frequent form of homophobic bullying as 81.9% of LGBTQ students have been verbally harassed; however, harassment is not restricted to verbal abuse as 38.3% have been physically harassed, and 18.3% have been physically assaulted in school . The traumatic effects of homophobic bullying are well documented as victims have been shown to be at an elevated risk for depression, absenteeism,
Study and Scrutiny: Research on Young Adult Literature, 2016
Numerous scholarly works extol the use of LGBTQ themed literature as part of English language art... more Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents' homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response-based instructional unit of the young adult novel Geography Club to reduce adolescents' homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors and showed that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools. In recent years there has been a growth of publications that detail the use of LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning/Queer) themed literature and curricula in English language arts. In 2009, Lindbloom edited a special themed issue of English Journal titled "Sexual Identity and Gender Variance" that addressed various LGBTQ issues in English education and almost every journal in the field of English language arts has published articles that address LGBTQ themed literature and/or issues. The majority of these are descriptions of LGBTQ themed curricula (e.g., Sieben & Wallowitz, 2009); however, an underlying assumption of this body of scholarship is that MALO-JUVERA
Abstract: Adolescents are at the greatest risk for victimization and perpetration of sexual assau... more Abstract: Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This paper examines the current trends in literacy education which marginalize aesthetic reading experiences and using reader response theory, and argues that young adult literature may provide an opportunity to reduce rape myth acceptance in adolescents. What makes reading a novel different from other types of adolescent reading experiences? The most accepted aspect of a novel that delineates it from other forms of fictional narrative is length: the novel is longer than other types of narrative such as short stories or novellas which may be read in a single sitting. Furthermore, the plots found in novels generally deal with multiple events, issues and ideas, and is generally too long to be focused on only one incident (Probst, 1988). Thus, a major distinction between the experience involved with a novel and other types of narrative is that reading a novel is a longer and more involv...
IntroductionThis study addresses scholars' call for more rigorous examination of the effects ... more IntroductionThis study addresses scholars' call for more rigorous examination of the effects of literature reading on the attitudes and moral development of adolescents (e.g., Juzwik, 2013), and for more research on the contributions of young adult litera- ture in actual classroom settings (e.g., Hayn & Nolen, 2012; Hill, 2014; Kaplan, 2010). As a rigorous pretest-posttest control-group study examining the effect of a literary instructional unit on Laurie Halse Anderson's Speak on adolescents' rape myth acceptance, this research both extends and empirically tests the work of numerous scholars who have advocated the potential moral benefits of literature (e.g., Nussbaum, 1990; Rosenblatt, 1978), the benefits of dialogic instruction (e.g., Nystrand, 1991), the benefits of reading young adult literature (e.g., Kaywell, 1993), and the ability of interventions to lower rape myth acceptance in secondary-school settings (e.g., Ting, 2009).Aristotle, in his work Poetics, was per...
and debate, which helps us to better understand the concept of meaningful and important literatur... more and debate, which helps us to better understand the concept of meaningful and important literature, this edited collection turns a critical spotlight on young adult literature (YAL) to explore some of the most read, taught, and discussed books of our time. By considering the unique criteria which might underpin the classification of a YAL canon, this text raises critical questions of what it means to define canonicity and designate certain books as belonging to the YAL canon. Moving beyond ideas of what is taught or featured in textbooks, the volume emphasizes the role of adolescents’ choice, the influence of popular culture, and above all the multiplicity of ways in which literature might be interpreted and reflected in the lives of young readers. Chapters examine an array of texts through varied critical lenses, offer detailed literary analyses and divergent interpretations, and consider how themes might be explored in pedagogical contexts. By articulating the ways in which teache...
Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This p... more Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This paper examines the current trends in literacy education which marginalize aesthetic reading experiences and using reader response theory, and argues that young adult literature may provide an opportunity to reduce rape myth acceptance in adolescents. What makes reading a novel different from other types of adolescent reading experiences? The most accepted aspect of a novel that delineates it from other forms of fictional narrative is length: the novel is longer than other types of narrative such as short stories or novellas which may be read in a single sitting. Furthermore, the plots found in novels generally deal with multiple events, issues and ideas, and is generally too long to be focused on only one incident (Probst, 1988). Thus, a major distinction between the experience involved with a novel and other types of narrative is that reading a novel is a longer and more involved process...
The purpose of this qualitative study was to gain knowledge of the phenomenon of double dose read... more The purpose of this qualitative study was to gain knowledge of the phenomenon of double dose reading classes. A reading coach and a reading teacher were interviewed. Data revealed teachers navigate a complicated set of negotiations in order to deliver quality instruction while simultaneously satisfying mandated requirements from supervisors. No Child Left Behind (NCLB) and the Race to the Top Fund have put extraordinary emphasis on students’ test performance as an indicator of improvement and teacher effectiveness. Nowhere is this pressure felt more than in urban schools that are “failing.” These schools are often faced with a myriad of problems each day that their affluent suburban counterparts need not overcome, such as the depressing effects of poverty, high student mobility, crumbling buildings, high crime rates, teacher shortages, high teacher to student ratios, inexperienced teachers, high teacher turnover, and a drill and test curriculum (Brophy, 1990; Kozol, 1991; Lippman, 1...
Stop trying to be White!" During my years as a teacher at an urban Title I school I would pe... more Stop trying to be White!" During my years as a teacher at an urban Title I school I would periodically hear that expression or variations of it used between both Black and Brown students as a form of chastisement when a peer would engage in academic discourse. Rather than try to "correct" their beliefs, I realized it was more important that the students themselves interrogated why they thought that becoming educated was "acting White" and, moreover, questioned who benefited most from them holding this belief. To engage in these types of discussions, students needed a critical paradigm that examined the establishment of Eurocentric Whiteness as a dominant and oppressive force while also revealing the mechanisms that perpetuate those unequal relationships today; that paradigm is postcolonialism.Postcolonialism is a term that encompasses both writing and criticism; postcolonial texts are typically written by authors formerly Oppressed by colonialism whose stori...
While numerous scholars call for teachers to consider students’ cultural
knowledge in instruction... more While numerous scholars call for teachers to consider students’ cultural knowledge in instructional decision making (Gay, 2000; Ladson-Billings, 1994; Lee, 2006; Nieto & Bode, 2008; Sleeter, 2011b) there is a need for classroom research that details instructional practices that are culturally responsive and that measures the effects of culturally responsive instruction (CRI) on student performance. This article documents a mixed methods study from the first year of a multi-year intervention designed to increase elementary teachers’ implementation of CRI. We present quantitative and qualitative data investigating the effects of intervention on teachers’ implementation of CRI, the relationship between CRI and student academic performance, and the experiences of teachers during CRI training and implementation.
Numerous scholarly works extol the use of LGBTQ themed literature as part of English language art... more Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents' homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents' homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors and showed that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.
This qualitative content analysis examined how 112 high school students engaged in social justice... more This qualitative content analysis examined how 112 high school students engaged in social justice by composing their own poetry as part of English language arts instruction. Following pedagogical recommendations from Miller (2010) and Morrell (2005), students participated in a unit of study on poetry and social justice using October Mourning (Newman, 2012) as a mentor text. Students then worked in groups to compose their own poetry projects that addressed social justice topics of their choosing. Data consisting of student-composed poetry were analyzed by two researchers using open coding to develop four themes: the individual vs. society, subjugation of women, the corrupting influence of money, and suicide. Themes are examined in depth with the first three placing students at odds with the mechanisms and expectations of oppressive governments and social institutions. The emphasis on suicide led the researchers to argue that topics often considered taboo by schools should be addressed. Opportunities for incorporation of such topics in English classes are discussed. The discussion addresses challenges to conducting a similar unit as well as recommendations for future research.
Teachers College Record: The Voice of Scholarship in Education, 2016
Background Many scholars have espoused the use of culturally responsive instruction (CRT) for clo... more Background Many scholars have espoused the use of culturally responsive instruction (CRT) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a framework for teacher professional development. The CRIOP is a comprehensive model and evaluation tool that operationalizes culturally responsive instruction around seven elements: Classroom Relationships, Family Collaboration; Assessment; Curriculum/Planned Experiences; Instruction/Pedagogy; Discourse/Instructional Conversation; and Sociopolitical Consciousness/Diverse Perspectives. Focus of Study This study was designed to answer the following questions: (1) Do teachers increase their use of culturally responsive practices as they participate in CRIOP professional development? (2) What is the relationship between implementation of culturally resp...
Study and Scrutiny: Research on Young Adult Literature, 2015
Attitudes toward LGBTQ Themed Literature 1 A Mixed Methods Study of Pre-service Teachers' Attitud... more Attitudes toward LGBTQ Themed Literature 1 A Mixed Methods Study of Pre-service Teachers' Attitudes toward LGBTQ Themed Literature While gay rights activists laud recent strides in granting protections and rights to same sex couples across the United States, LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning) students do not often reap the rewards of those achievements. On a daily basis, many LGBTQ students are focused on just trying to survive another day at schools that often marginalize them and are sometimes active participants in creating a culture of violence designed to bully, harass, and shame them into behaving "like everyone else." Homophobic bullying is a form of bullying that is directed toward individuals who are or who are perceived to be gay, lesbian, bisexual, transgender, or questioning Rivers, 2001). Homophobic bullying is rooted in homophobia, which while akin to prejudices such as racism and sexism, has been defined as a negative attitude, belief, reaction, or action toward homosexuals . Perhaps the most frequent form of homophobia that LGTBQ teens are regularly subjected to is homophobic language; 84.9% of students have heard "gay" used in a negative connotation and 71.3% have heard other types of homophobic remarks (Kosciw, Greytak, . Beyond hearing themselves described in negative terms, the use of directed homophobic epithets is the most frequent form of homophobic bullying as 81.9% of LGBTQ students have been verbally harassed; however, harassment is not restricted to verbal abuse as 38.3% have been physically harassed, and 18.3% have been physically assaulted in school . The traumatic effects of homophobic bullying are well documented as victims have been shown to be at an elevated risk for depression, absenteeism,
Study and Scrutiny: Research on Young Adult Literature, 2016
Numerous scholarly works extol the use of LGBTQ themed literature as part of English language art... more Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents' homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response-based instructional unit of the young adult novel Geography Club to reduce adolescents' homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors and showed that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools. In recent years there has been a growth of publications that detail the use of LGBTQ (Lesbian, Gay, Bisexual, Transgender, Questioning/Queer) themed literature and curricula in English language arts. In 2009, Lindbloom edited a special themed issue of English Journal titled "Sexual Identity and Gender Variance" that addressed various LGBTQ issues in English education and almost every journal in the field of English language arts has published articles that address LGBTQ themed literature and/or issues. The majority of these are descriptions of LGBTQ themed curricula (e.g., Sieben & Wallowitz, 2009); however, an underlying assumption of this body of scholarship is that MALO-JUVERA
Abstract: Adolescents are at the greatest risk for victimization and perpetration of sexual assau... more Abstract: Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This paper examines the current trends in literacy education which marginalize aesthetic reading experiences and using reader response theory, and argues that young adult literature may provide an opportunity to reduce rape myth acceptance in adolescents. What makes reading a novel different from other types of adolescent reading experiences? The most accepted aspect of a novel that delineates it from other forms of fictional narrative is length: the novel is longer than other types of narrative such as short stories or novellas which may be read in a single sitting. Furthermore, the plots found in novels generally deal with multiple events, issues and ideas, and is generally too long to be focused on only one incident (Probst, 1988). Thus, a major distinction between the experience involved with a novel and other types of narrative is that reading a novel is a longer and more involv...
IntroductionThis study addresses scholars' call for more rigorous examination of the effects ... more IntroductionThis study addresses scholars' call for more rigorous examination of the effects of literature reading on the attitudes and moral development of adolescents (e.g., Juzwik, 2013), and for more research on the contributions of young adult litera- ture in actual classroom settings (e.g., Hayn & Nolen, 2012; Hill, 2014; Kaplan, 2010). As a rigorous pretest-posttest control-group study examining the effect of a literary instructional unit on Laurie Halse Anderson's Speak on adolescents' rape myth acceptance, this research both extends and empirically tests the work of numerous scholars who have advocated the potential moral benefits of literature (e.g., Nussbaum, 1990; Rosenblatt, 1978), the benefits of dialogic instruction (e.g., Nystrand, 1991), the benefits of reading young adult literature (e.g., Kaywell, 1993), and the ability of interventions to lower rape myth acceptance in secondary-school settings (e.g., Ting, 2009).Aristotle, in his work Poetics, was per...
and debate, which helps us to better understand the concept of meaningful and important literatur... more and debate, which helps us to better understand the concept of meaningful and important literature, this edited collection turns a critical spotlight on young adult literature (YAL) to explore some of the most read, taught, and discussed books of our time. By considering the unique criteria which might underpin the classification of a YAL canon, this text raises critical questions of what it means to define canonicity and designate certain books as belonging to the YAL canon. Moving beyond ideas of what is taught or featured in textbooks, the volume emphasizes the role of adolescents’ choice, the influence of popular culture, and above all the multiplicity of ways in which literature might be interpreted and reflected in the lives of young readers. Chapters examine an array of texts through varied critical lenses, offer detailed literary analyses and divergent interpretations, and consider how themes might be explored in pedagogical contexts. By articulating the ways in which teache...
Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This p... more Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This paper examines the current trends in literacy education which marginalize aesthetic reading experiences and using reader response theory, and argues that young adult literature may provide an opportunity to reduce rape myth acceptance in adolescents. What makes reading a novel different from other types of adolescent reading experiences? The most accepted aspect of a novel that delineates it from other forms of fictional narrative is length: the novel is longer than other types of narrative such as short stories or novellas which may be read in a single sitting. Furthermore, the plots found in novels generally deal with multiple events, issues and ideas, and is generally too long to be focused on only one incident (Probst, 1988). Thus, a major distinction between the experience involved with a novel and other types of narrative is that reading a novel is a longer and more involved process...
The purpose of this qualitative study was to gain knowledge of the phenomenon of double dose read... more The purpose of this qualitative study was to gain knowledge of the phenomenon of double dose reading classes. A reading coach and a reading teacher were interviewed. Data revealed teachers navigate a complicated set of negotiations in order to deliver quality instruction while simultaneously satisfying mandated requirements from supervisors. No Child Left Behind (NCLB) and the Race to the Top Fund have put extraordinary emphasis on students’ test performance as an indicator of improvement and teacher effectiveness. Nowhere is this pressure felt more than in urban schools that are “failing.” These schools are often faced with a myriad of problems each day that their affluent suburban counterparts need not overcome, such as the depressing effects of poverty, high student mobility, crumbling buildings, high crime rates, teacher shortages, high teacher to student ratios, inexperienced teachers, high teacher turnover, and a drill and test curriculum (Brophy, 1990; Kozol, 1991; Lippman, 1...
Stop trying to be White!" During my years as a teacher at an urban Title I school I would pe... more Stop trying to be White!" During my years as a teacher at an urban Title I school I would periodically hear that expression or variations of it used between both Black and Brown students as a form of chastisement when a peer would engage in academic discourse. Rather than try to "correct" their beliefs, I realized it was more important that the students themselves interrogated why they thought that becoming educated was "acting White" and, moreover, questioned who benefited most from them holding this belief. To engage in these types of discussions, students needed a critical paradigm that examined the establishment of Eurocentric Whiteness as a dominant and oppressive force while also revealing the mechanisms that perpetuate those unequal relationships today; that paradigm is postcolonialism.Postcolonialism is a term that encompasses both writing and criticism; postcolonial texts are typically written by authors formerly Oppressed by colonialism whose stori...
While numerous scholars call for teachers to consider students’ cultural
knowledge in instruction... more While numerous scholars call for teachers to consider students’ cultural knowledge in instructional decision making (Gay, 2000; Ladson-Billings, 1994; Lee, 2006; Nieto & Bode, 2008; Sleeter, 2011b) there is a need for classroom research that details instructional practices that are culturally responsive and that measures the effects of culturally responsive instruction (CRI) on student performance. This article documents a mixed methods study from the first year of a multi-year intervention designed to increase elementary teachers’ implementation of CRI. We present quantitative and qualitative data investigating the effects of intervention on teachers’ implementation of CRI, the relationship between CRI and student academic performance, and the experiences of teachers during CRI training and implementation.
Numerous scholarly works extol the use of LGBTQ themed literature as part of English language art... more Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents' homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents' homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors and showed that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.
This qualitative content analysis examined how 112 high school students engaged in social justice... more This qualitative content analysis examined how 112 high school students engaged in social justice by composing their own poetry as part of English language arts instruction. Following pedagogical recommendations from Miller (2010) and Morrell (2005), students participated in a unit of study on poetry and social justice using October Mourning (Newman, 2012) as a mentor text. Students then worked in groups to compose their own poetry projects that addressed social justice topics of their choosing. Data consisting of student-composed poetry were analyzed by two researchers using open coding to develop four themes: the individual vs. society, subjugation of women, the corrupting influence of money, and suicide. Themes are examined in depth with the first three placing students at odds with the mechanisms and expectations of oppressive governments and social institutions. The emphasis on suicide led the researchers to argue that topics often considered taboo by schools should be addressed. Opportunities for incorporation of such topics in English classes are discussed. The discussion addresses challenges to conducting a similar unit as well as recommendations for future research.
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Papers by Victor Malo-Juvera
knowledge in instructional decision making (Gay, 2000; Ladson-Billings,
1994; Lee, 2006; Nieto & Bode, 2008; Sleeter, 2011b) there is a need for
classroom research that details instructional practices that are culturally
responsive and that measures the effects of culturally responsive instruction (CRI) on student performance. This article documents a mixed methods study from the first year of a multi-year intervention designed to increase elementary teachers’ implementation of CRI. We present quantitative and qualitative data investigating the effects of intervention on teachers’ implementation of CRI, the relationship between CRI and student academic performance, and the experiences of teachers during CRI training and implementation.
knowledge in instructional decision making (Gay, 2000; Ladson-Billings,
1994; Lee, 2006; Nieto & Bode, 2008; Sleeter, 2011b) there is a need for
classroom research that details instructional practices that are culturally
responsive and that measures the effects of culturally responsive instruction (CRI) on student performance. This article documents a mixed methods study from the first year of a multi-year intervention designed to increase elementary teachers’ implementation of CRI. We present quantitative and qualitative data investigating the effects of intervention on teachers’ implementation of CRI, the relationship between CRI and student academic performance, and the experiences of teachers during CRI training and implementation.