Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin. Appendixes. REL 2021-047

Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Midwest (ED); American Institutes for Research (AIR)
Titel	Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin. Appendixes. REL 2021-047
Quelle	(2020), (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Culturally Relevant Education; Public Schools; Minority Group Students; African American Students; Teaching Methods; Student Empowerment; Achievement Gap; Faculty Development; Evidence Based Practice; Student Needs; Educational Environment; Positive Behavior Supports; Institutional Characteristics; Student Characteristics; At Risk Students; Elementary Schools; Middle Schools; High Schools; Educational Legislation; Federal Legislation; Socioeconomic Influences; Geographic Location; Enrollment; Program Effectiveness; Wisconsin; Wisconsin Knowledge and Concepts Examinations; ACT Assessment + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Studienberechtigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Bildungsrecht; Schulgesetz; Bundesrecht; Sozioökonomischer Faktor; Einschulung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The "Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin" study examined the education outcomes among Black students across Wisconsin. The Wisconsin Department of Public Instruction encourages schools to implement culturally responsive practices, which prior research suggests are related to improvements in outcomes among racial/ethnic minority students, and supports a professional development program on those practices called Building Culturally Responsive Systems. Using data from the 2012/13-2018/19 school years, this study examined the percentage of schools statewide that participated in the program, differences in the characteristics of schools that participated in the program and of schools that did not participate, implementation of culturally responsive practices among schools that participated in the program and schools that did not participate, and the relationship between participation and school-level academic and behavior outcomes. The study found that 4 percent of schools across the state participated in the program (meaning that teachers and administrators from the school attended at least one of the program's five sessions). This document presents the following three appendixes that accompany the study: (1) Overview of the Building Culturally Responsive Systems professional development program on culturally responsive practices; (2) Methods; and (3) Supplemental analyses. [For the full report, see ED614050. For the Study Snapshot, see ED614051. For the Study Brief, see ED614052.] (ERIC).
Anmerkungen	Regional Educational Laboratory Midwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midwest/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01