Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices

Culturally responsive practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs...

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Veröffentlicht in:	Urban education (Beverly Hills, Calif.) Calif.), 2013-07, Vol.48 (4), p.585-621
Hauptverfasser:	Griner, Angela Christine, Stewart, Martha Lue
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Academic achievement gaps Achievement Gap Best practice Case Studies Classrooms Cultural Differences Culturally Relevant Education Delphi Technique Disproportionate Representation Educational Change Educational policy Educational Practices Feedback (Response) Multicultural Education Reflection School faculty School Policy Schools Special Education Student Diversity Students Surveys Teacher Attitudes Teacher Education Teacher Student Relationship Teachers Teaching Urban Education
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