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
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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“Recent reviews on this topic (e.g., Bottiani, Larson, Debnam, Bischoff, & Bradshaw, 2018;Civitillo, Juang, & Schachner, 2018;Parkhouse, Lu, & Massaro, 2019) show that PD efforts to raise teachers' intercultural competences can be effective, though several studies indicate participants did not grow as much as initially expected.”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Bottiani, Larson, Debnam, Bischoff, & Bradshaw, 2018
Citations
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“Specifically, we sought to analyze the quality of the empirical studies identified using relevant standards of evidence for quantitative and qualitative research (Creswell & Miller, 2000; Flay et al., 2005; Gottfredson et al., 2015).”
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Research works printed but not linked: 13
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Cited by
Sorted by citations
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103236 · Cited by 241
Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., & Rosenberg, M. S. (2018) · School Psychology Review · doi:10.17105/spr-2017-0119.v47-2 · Cited by 185
Self-citationLarson, K. E., Pas, E. T., Bradshaw, C. P., Rosenberg, M. S., & Day‐Vines, N. L. (2018) · School Psychology Review · doi:10.17105/spr-2017-0070.v47-2 · Cited by 140
Self-citationDisproportionality Reduction in Exclusionary School Discipline: A Best-Evidence Synthesis
Cruz, R. A., Firestone, A. R., & Rodl, J. E. (2021) · Review of Educational Research · doi:10.3102/0034654321995255 · Cited by 136
Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research
Chang, W.-C. C., & Viesca, K. M. (2022) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681221086676 · Cited by 77
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.
- 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
- 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
- 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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