Exploring the Relationship between Teachers' Perceptions of Cultural Responsiveness, Student Risk, and Classroom Behavior

Autor/inn/en	Fallon, Lindsay M.; Veiga, Margarida B.; Susilo, Annisha; Robinson-Link, Patrick; Berkman, Talia S.; Minami, Takuya; Kilgus, Stephen P.
Titel	Exploring the Relationship between Teachers' Perceptions of Cultural Responsiveness, Student Risk, and Classroom Behavior
Quelle	In: Psychology in the Schools, 59 (2022) 10, S.1948-1964 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.) ORCID (Kilgus, Stephen P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22568
Schlagwörter	Elementary Secondary Education; Teacher Attitudes; Culturally Relevant Education; Cultural Awareness; Teacher Response; Student Behavior; At Risk Students; Risk Assessment; Teacher Student Relationship; African American Students; Students with Disabilities; Elementary School Teachers; Middle School Teachers; High School Teachers; Self Evaluation (Individuals); Learner Engagement; Predictor Variables + Suchen Sie Ihr Suchwort? Lehrerverhalten; Cultural identity; Kulturelle Identität; Lehrerkommentar; Student behaviour; Schülerverhalten; Risikoabschätzung; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Prädiktor
Abstract	It is important to explore the relationship between teachers' perceptions of their cultural responsiveness as well as students' classroom behavior and risk, as these relationships may impact decisions about equitable access to school behavioral health supports. This paper includes two studies conducted with teachers in two large suburban school districts. Study 1 investigated the relationship between teachers' (n = 20) ratings on a measure of cultural responsiveness, the "Assessment of Culturally and Contextually Relevant Supports" (ACCReS), and students' classroom behavior. Results indicated that higher "ACCReS" scores significantly predicted lower classwide disruptive behavior. Study 2 investigated the relationship between teachers' (n = 30) ratings on the ACCReS and ratings of their students' risk on the "Social, Academic, and Emotional Behavior Risk Screener." For social behavior, higher "ACCReS" scores predicted teachers perceiving lower social risk; however, identification as a Black student and a student with a disability predicted higher risk. Findings are preliminary, yet implications include recommendations for high-quality professional development to promote teacher cultural responsiveness. Such support could guide teachers to create educational environments in which fewer discipline referrals for behavior occur, teachers perceive less social risk, and access to school behavior supports is more equitable. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01