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

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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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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: Bottiani, Jessika H.
Larson, Kristine E.
Debnam, Katrina J.
Bradshaw, Catherine P.
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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Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

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