Impact of Cultural Responsiveness on Student Achievement in Secondary Schools

Autor/inn/en	Hoytt, Karima; Hunt, Sherrica; Lovett, Margaret A.
Titel	Impact of Cultural Responsiveness on Student Achievement in Secondary Schools
Quelle	In: Alabama Journal of Educational Leadership, 9 (2022), S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Culturally Relevant Education; Secondary Education; Secondary School Students; Achievement Gap; Student Diversity; Learner Engagement; Program Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Sekundarbereich; Sekundarschüler; Schulleistung
Abstract	Social media has increased students' cultural awareness today, pivoting a need to implement cultural responsiveness in the classroom climate. Twenty-first-century learners need effective teachers who create meaningful experiences and optimize student learning by intentionally working to connect with students, adapting to diverse cultures, and using new strategies to deepen their practice. The most significant demand for culturally responsive teaching (CRT) is in secondary education. Data has shown that educators can promote the best interest of students by creating more equitable classroom strategies to increase motivation, engagement, and classroom effectiveness. If teachers and educational leaders are to evoke true educational reform and thus close achievement gaps exacerbated by the global pandemic, they must employ culturally responsive pedagogical practices. By implementing these strategies, educational leaders will reinforce actions taken for the student's best interest. This literature review aims to explore and identify the impact of CRT on student achievement in secondary schools. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01