Empowering Education: Evaluating and Enhancing Culturally Responsive Instruction for Teachers of English Learners in K-8 Classrooms

Shannon Sampson; Susan Cantrell; Kristen Perry; Olukemi Kolawole

doi:10.1002/tesj.70023

Empowering Education: Evaluating and Enhancing Culturally Responsive Instruction for Teachers of English Learners in K-8 Classrooms

Shannon Sampson, Susan Cantrell, Kristen Perry, Olukemi Kolawole

Research output: Contribution to journal › Article › peer-review

Abstract

This study explores the validity of the Culturally Responsive Instruction Observation Protocol (CRIOP) an instrument that measures the implementation of culturally responsive instruction (CRI) in K-8 classrooms with multilingual students. The validity study uses a Rasch measurement approach. With strong findings from analyses, including dimensionality and acceptable fit statistics, the instrument exhibits excellent internal structure, with stability and reliability across included categories. Furthermore, the instrument incorporates concepts specific to multilingual students across each pillar of culturally responsive instruction. The CRIOP offers a valuable means of evaluating CRI use in linguistically and culturally diverse K-8 classrooms, serving as a guide for teachers implementing CRI and for informing professional development efforts.

Original language	English
Article number	e70023
Journal	TESOL Journal
Volume	16
Issue number	2
DOIs	https://doi.org/10.1002/tesj.70023
State	Published - Jun 2025

Bibliographical note

Publisher Copyright:
© 2025 TESOL International Association.

Funding

This article stems from a National Professional Development (NPD) grant funded through the Office of English Language Acquisition (OELA), focused on enhancing culturally responsive instruction (CRI) for K\u20108 teachers working with multilingual students in content area classrooms. In\u2010service teachers received embedded coaching and professional development workshops to help them grow in their implementation of CRI. The expectation was to impact student literacy and math achievement through teacher implementation of CRI strategies. To gauge implementation of CRI, the evaluators used the Culturally Responsive Instruction Observation Protocol (CRIOP: Powell et al. 2017 ). Funding: The funding for this work is through the US Department of Education OELA National Professional Development Grant: Research on Schools, Teachers, and Communities. Project PLACE (Partnership for Learning, Achievement, and Classroom Engagement), Sponsor ID: T365Z170121\u201321. All authors have approved the manuscript and agree with its submission. The funding for this work is through the US Department of Education OELA National Professional Development Grant: Research on Schools, Teachers, and Communities. Project PLACE (Partnership for Learning, Achievement, and Classroom Engagement), Sponsor ID: T365Z170121\u201321.

Funders	Funder number
Office of English Language Acquisition
U.S. Department of Education, OSERS	T365Z170121–21
U.S. Department of Education, OSERS

Keywords

culturally responsive instruction
evaluation
observation instrument
validity

ASJC Scopus subject areas

Education
Language and Linguistics
Linguistics and Language

Access to Document

10.1002/tesj.70023

Cite this

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abstract = "This study explores the validity of the Culturally Responsive Instruction Observation Protocol (CRIOP) an instrument that measures the implementation of culturally responsive instruction (CRI) in K-8 classrooms with multilingual students. The validity study uses a Rasch measurement approach. With strong findings from analyses, including dimensionality and acceptable fit statistics, the instrument exhibits excellent internal structure, with stability and reliability across included categories. Furthermore, the instrument incorporates concepts specific to multilingual students across each pillar of culturally responsive instruction. The CRIOP offers a valuable means of evaluating CRI use in linguistically and culturally diverse K-8 classrooms, serving as a guide for teachers implementing CRI and for informing professional development efforts.",

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Empowering Education: Evaluating and Enhancing Culturally Responsive Instruction for Teachers of English Learners in K-8 Classrooms

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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