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Cited by 158Teacher Education and Leadership StudiesGlobal Education and MulticulturalismCritical Race Theory in Education

The DOI matches its Crossref record; 76 of the 77 references it cites were found in a registry or an index.

Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

Bottiani, Jessika H., Larson, Kristine E., Debnam, Katrina J., Bischoff, Christina M., Bradshaw, Catherine P.·2018·Journal of Teacher Education
DOI 10.1177/0022487117722553
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Abstract

Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.

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Crossref · 10.1177/0022487117722553

Cites

76 of 76 references verified0 citation errors · 0 not checkable

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Citations

Cites

Show all 77 references

Research works printed but not linked: 13

  1. Au K., 2009, Social Education, 73, 179
  2. Auerbach S., 2009, School Community Journal, 19, 9
  3. Bickman L., 2009, Journal of Research in Character Education, 7, 75
  4. Bottiani J. H., 2012, Insights on Learning Disabilities, 9, 93
  5. Cazden C., 1981, Culture and the bilingual classroom: Studies in classroom ethnography, 69
  6. 10.1037//0022-0167.47.2.155 · DOI
  7. Erickson F., 1982, Doing the ethnography of schooling, 131
  8. Gay G., 1995, Multicultural Education: Strategies for Implementation in Colleges and Universities, 4, 95
  9. Granello D. H., 1998, Rehabilitation Counseling Bulletin, 42, 2
  10. Ladson-Billings G., 1994, The dreamkeepers: Successful teaching for African-American students
  11. *Shriberg D., 2012, Catholic Education: A Journal of Inquiry and Practice, 15, 226
  12. 10.1037//0022-0167.45.3.256 · DOI
  13. Sugai G., 2001, Team implementation checklist

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Metadata

Authors
Bottiani, J. H., Larson, K. E., Debnam, K. J., Bischoff, C. M., & Bradshaw, C. P.
Affiliations
  • University of Virginia (US)
  • Johns Hopkins University (US)
Corresponding author
Bottiani, Jessika H.
ORCID
Venue
Journal of Teacher Education
Publisher
SAGE Publications
Published
2017-08-16
Volume
69
Issue
4
Pages
367-385
ISSN
  • 0022-4871 (ISSN-L)
  • 1552-7816
DOI
10.1177/0022487117722553
OpenAlex
W2749211608
Cited by
158
References
77
Citations by year
2026: 21 · 2025: 31 · 2024: 30 · 2023: 22 · 2022: 14 · 2021: 18 · 2020: 12 · 2019: 6 · 2018: 4
FWCI
2.29
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Journal of Teacher Education (publishedVersion)
  • Grantee Submission
Funders
Institute of Education Sciences (R324A110107)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Global Education and Multiculturalism
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
culturally responsive practice, continuing teacher education, teacher professional development, culturally responsive teaching, educational equity, intervention effectiveness, research quality, causal inference

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