| Original language | English |
|---|---|
| Pages (from-to) | 146-156 |
| Number of pages | 11 |
| Journal | Teaching and Teacher Education |
| Volume | 74 |
| DOIs | |
| State | Published - 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.
Funding
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.
| Funders | Funder number |
|---|---|
| Chulabhorn Research Institute |
ASJC Scopus subject areas
- Education