A mixed methods investigation of teachers’ self-efficacy for culturally responsive instruction

Victor Malo-Juvera, Pamela Correll, Susan Cantrell

Research output: Contribution to journalArticlepeer-review

9 Scopus citations
Original languageEnglish
Pages (from-to)146-156
Number of pages11
JournalTeaching and Teacher Education
Volume74
DOIs
StatePublished - Aug 2018

Bibliographical note

Funding Information:
Teachers’ responses to questions about their biggest successes and challenges implementing CRI were categorized by codes within each of the three typologies (see Table 3). Findings from the interview data support the consensus statements identified through Q factor analysis, as a majority of participants described their biggest successes with CRI as increased student collaboration and engagement, increased student learning, and improved classroom community. Teachers’ responses contextualize findings from the negative consensus statements, as most teachers related their biggest challenges as their lack of knowledge of CRI or in their ability to integrate CRI approaches, language barriers with English language learner (ELL) students or parents of ELLs, or understanding students’ cultural differences/background experiences.

ASJC Scopus subject areas

  • Education

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