Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects ...
An Individualized Education Program (IEP) is the cornerstone for documenting the appropriate education being provided to students who qualify for special education and related services under the In...
The development of cultural awareness in educators ensures that culturally and linguistically diverse students receive culturally responsive practices. Because special educators already advocate fo...
This study investigated how student and school-level socioeconomic status (SES) measures predict students’ odds of being identified for special education, particularly high-incidence disabilities. Using the Early Childhood Longitudinal Study–Kindergarten cohort, hierarchical models were used to determine the relations of student and school SES to special education identification. Results indicated neither student-level SES variables for parent education, prestige, and income, nor school-level ag...
#1Constance L. McKoy(UNCG: University of North Carolina at Greensboro)H-Index: 6
#2Rebecca B. MacLeod(UNCG: University of North Carolina at Greensboro)H-Index: 9
Last. D. Brett Nolker(UNCG: University of North Carolina at Greensboro)H-Index: 2
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Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to inv...
An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students’ experiences. Ethnic studies courses provide an example of such “culturally relevant pedagogy” (CRP). Despite theoretical support, quantitative evidence on the effectiveness of these courses is limited. We estimate the causal effects of an ethnic studies curriculum, using a “fuzzy” regression discontinuity design based on the fact that several schools ass...
In this article, we critically review the work of Morgan et al. (2015) and offer Disability Studies in Education (DSE) as an alternative conceptualization to traditional research within special education. We first unpack many of Morgan et al.'s (2015) assumptions, which are grounded in deficit discourses about children, family structures, economic status, and home cultures. Next, we identify flaws in their research design and methodology. Finally, we elaborate on how, through naming and making v...
#1Paul L. Morgan(PSU: Pennsylvania State University)H-Index: 32
#2George Farkas(UCI: University of California, Irvine)H-Index: 61
We reply to three critiques regarding our reporting that White, English-speaking children are much more likely than otherwise similar racial, ethnic, and language minority children to receive special education services in the United States. We show how each critique is unsound. We present further evidence of the robustness of our findings.
Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders want...
This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychol...
This article studied and compared the two nonprobability sampling techniques namely, Convenience Sampling and Purposive Sampling. Convenience Sampling and Purposive Sampling are Nonprobability Sampling Techniques that a researcher uses to choose a sample of subjects/units from a population. Although, Nonprobability sampling has a lot of limitations due to the subjective nature in choosing the sample and thus it is not good representative of the population, but it is useful especially when random...
Abstract Teachers who draw upon specialized knowledge in their instructional practice can be drivers of positive student outcomes, especially for students classified as having special educational needs. Although there are generally agreed upon characteristics of high-quality instruction that can be measured with well-constructed instruments (e.g., Danielson, 2011), supporting the development of teachers with specialized credentials (e.g., special education teachers)—whose instructional practice ...