ERIC Number: ED650545
Record Type: Non-Journal
Publication Date: 2018
Pages: 42
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice
Kristine E. Larson; Elise T. Pas; Catherine P. Bradshaw; Michael S. Rosenberg; Norma L. Day-Vines
Grantee Submission
The discipline gap between White students and students of color has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom. Identifying proactive behavior management and culturally responsive teaching practices that are associated with positive student behavior may inform teacher training and bolster efforts to reduce disparities in behavioral and academic performance. The current study examined the association between student behaviors and the observed use of and teacher self-reported efficacy in using culturally responsive teaching and proactive behavior management practices. Data were collected from 274 teachers in 18 schools. Structural equation modeling indicated a statistically significant association between observations of culturally responsive teaching and proactive behavior management practices, with observed positive student behaviors in classrooms. Implications for measurement and practice are discussed. [This paper was published in "School Psychology Review" v47 n2 p153-166 2018.]
Descriptors: Student Behavior, Culturally Relevant Education, Teaching Models, Teaching Methods, Behavior Change, Educational Practices, Classroom Techniques, Structural Equation Models, Statistical Significance, Positive Behavior Supports, Functional Behavioral Assessment, Prevention, Self Efficacy, Elementary School Teachers, Middle School Teachers, Intervention, Social Desirability, Teacher Characteristics, Correlation, Observation
Related Records: EJ1182041
Publication Type: Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150221; R324A110107
Author Affiliations: N/A