“But Have We Had Enough?”

An Exploratory Examination of Teachers’ Exposure to Culturally Responsive Classroom Management Professional Development

Authors

  • Salandra Grice Texas A&M University
  • Alexes M. Terry
  • Maiya A. Turner
  • John A. Williams III
  • Marlon C James

Abstract

Abstract

 

     This exploratory study examined teachers’ culturally responsive classroom management self-efficacy beliefs using the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) (Siwatu et al., 2017). In-service teachers with various dosage and exposure to culturally responsive professional development were examined and data was collected from a small sample (n=26) of PreK-12 classroom teachers. Initial results found positive correlations between professional development experiences and teachers’ beliefs in implementing essential culturally responsive classroom management practices. Implications for culturally responsive professional development in teacher education are discussed.

Keywords: self-efficacy, culturally responsive classroom management, professional development

Author Biographies

Alexes M. Terry

Alexes Terry is a doctoral student in Multicultural Education program at Texas A&M University at College Station.

Maiya A. Turner

Maiya A. Turner is a doctoral student in the Multicultural Education program at Texas A&M University - College Station. 

John A. Williams III

John A. Williams III, Ph.D. is an Assistant Professor of Multicultural/Urban Education at Texas A&M University at College Station. His research focuses on developing and replicating best practices, policies, and personnel to dismantle inequitable discipline outcomes for Black students in K-12 school environments.

Marlon C James

Marlon C. James is an Assistant Professor of Multicultural/Urban Education at Texas A&M University at College Station. His research focuses on the education of students, particularly Black and Brown, in urban learning environments.

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Published

2022-04-21

Issue

Section

Research Articles