“But Have We Had Enough?”
An Exploratory Examination of Teachers’ Exposure to Culturally Responsive Classroom Management Professional Development
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
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Copyright (c) 2022 Salandra Grice, Alexes M. Terry, Maiya A. Turner, John A. Williams III, 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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