Evaluating the Culturally Relevant and Responsive Education Professional Development Program at the Elementary School Level in the Los Angeles Unified School District

Autor/in	Patton, Daniel C.
Titel	Evaluating the Culturally Relevant and Responsive Education Professional Development Program at the Elementary School Level in the Los Angeles Unified School District
Quelle	In: Learning Disabilities: A Contemporary Journal, 9 (2011) 1, S.71-107 (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Parent Participation; Active Learning; School Districts; Parent School Relationship; Special Education Teachers; Educational Opportunities; Peer Teaching; Professional Development; Elementary School Teachers; Educational Strategies; Academic Achievement; Evaluation; Administrators; California + Suchen Sie Ihr Suchwort? Elternmitwirkung; Aktives Lernen; School district; Schulbezirk; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsangebot; Bildungschance; Peer group teaching; Peer Group Teaching; Elementary school; Grundschule; Volksschule; Lehrstrategie; Schulleistung; Evaluierung; Kalifornien
Abstract	The overall effectiveness of the culturally relevant and responsive education (CRRE) professional development program in the Los Angeles Unified School District (LAUSD) was evaluated. Recruitment procedures included general and special educators and school administrators as participants. The "CRRE Observation Coding Scheme" and reflective field notes were collected during sessions from data collectors. Using a mixed-methods approach, findings revealed that a total of 399 hours of CRRE content was delivered. The most common themes addressed were designing rigorous instructional environments (53%), active learning (48%), language needs of English Language Learners (45%), and relating to students' life experiences (43%). The least common themes were access to educational opportunity (3%), giving ample assessment time (3%), relations between community and school (3%), intelligence as an effort based phenomenon (6%), parental involvement in school activities (8%), impact of culture on testing (8%), applied learning (9%), and peer teaching (9%). Future implications for implementing CRRE professional development programs for general and special educators and school administrators are discussed. (Contains 11 tables.) (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06