An examination of the association between observed and self-reported culturally proficient teaching practices

Katrina J. Debnam, Elise Touris Pas, Jessika Bottiani, Anne H. Cash, Catherine P. Bradshaw

Research output: Contribution to journalArticle

Abstract

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers' ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom.

Original languageEnglish (US)
Pages (from-to)533-548
Number of pages16
JournalPsychology in the Schools
Volume52
Issue number6
DOIs
StatePublished - Jul 1 2015

Fingerprint

teaching practice
Teaching
Self Report
examination
teacher
Students
Social Desirability
Self Efficacy
Research
Observation
Learning
school
classroom
social desirability
teacher rating
teaching strategy
interaction
self-efficacy
student
learning

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

An examination of the association between observed and self-reported culturally proficient teaching practices. / Debnam, Katrina J.; Pas, Elise Touris; Bottiani, Jessika; Cash, Anne H.; Bradshaw, Catherine P.

In: Psychology in the Schools, Vol. 52, No. 6, 01.07.2015, p. 533-548.

Research output: Contribution to journalArticle

Debnam, Katrina J. ; Pas, Elise Touris ; Bottiani, Jessika ; Cash, Anne H. ; Bradshaw, Catherine P. / An examination of the association between observed and self-reported culturally proficient teaching practices. In: Psychology in the Schools. 2015 ; Vol. 52, No. 6. pp. 533-548.
@article{2501372c567d4181972cce809ad7c1fb,
title = "An examination of the association between observed and self-reported culturally proficient teaching practices",
abstract = "A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers' ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom.",
author = "Debnam, {Katrina J.} and Pas, {Elise Touris} and Jessika Bottiani and Cash, {Anne H.} and Bradshaw, {Catherine P.}",
year = "2015",
month = "7",
day = "1",
doi = "10.1002/pits.21845",
language = "English (US)",
volume = "52",
pages = "533--548",
journal = "Psychology in the Schools",
issn = "0033-3085",
publisher = "Wiley-Liss Inc.",
number = "6",

}

TY - JOUR

T1 - An examination of the association between observed and self-reported culturally proficient teaching practices

AU - Debnam, Katrina J.

AU - Pas, Elise Touris

AU - Bottiani, Jessika

AU - Cash, Anne H.

AU - Bradshaw, Catherine P.

PY - 2015/7/1

Y1 - 2015/7/1

N2 - A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers' ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom.

AB - A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self-reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K-8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally-conducted observation, and who also provided self-report data of cultural responsiveness. Analyses indicated that teachers self-reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers' ratings of self-efficacy. Findings suggest a need for additional research to develop and validate efficient, multi-informant approaches for assessing cultural responsiveness in the classroom.

UR - http://www.scopus.com/inward/record.url?scp=84930759739&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84930759739&partnerID=8YFLogxK

U2 - 10.1002/pits.21845

DO - 10.1002/pits.21845

M3 - Article

AN - SCOPUS:84930759739

VL - 52

SP - 533

EP - 548

JO - Psychology in the Schools

JF - Psychology in the Schools

SN - 0033-3085

IS - 6

ER -