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AnnotatedBibliographyofArticlesReviewedforthisPresentationRiddleAPBS2017

Thispresentationisacontinuationofmy2014DissertationStudy-CulturalMismatchandSilencedVoices:ExperiencesofHistoricallyMarginalizedElementaryStudentsWithinSchool-WidePositiveBehaviorSupportsRiddle,R.(2014).Culturalmismatchandsilencedvoices:Experiencesofhistoricallymarginalizedelementarystudentswithinschool-widepositivebehaviorsupports.D.Carter-Andrews,K.Cooper,D.KirklandandC.Rosaen,ProQuestDissertationsPublishing. K-4positivebehaviorinterventionsupport(PBIS)literaturetellsusthatproactively

implementingaschool-wideprocesswherebyschoolstaffteachstudentsexplicitbehavioralexpectationsandrewardthemforadheringtothoseexpectationssignificantlydecreasesnegativestudentbehaviorsinschools.Additionally,K-4school-widepositivebehaviorinterventionsupport(SWPBIS)hasshowntobeeffectiveindecreasingnegativestudentbehaviorsandofficereferralswhenSWPBISisimplementedwithfidelity(Bradshaw,Debnam,etal.,2009;Bradshaw,Reinke,etal.,2008;Mass-Gallowayetal.,2008;Nersesianetal.,2000).WearebecomingrichinourunderstandingofSWPBISimplementationandstudent'behavioralsuccess.However,theliteraturedoesnotaccountforgroupsofstudentswhodespitethepromiseandsuccessofSWPBIScontinuetostrugglewithbehaviorneeds.Thisquestionbecomesevenmoresalientwhenwelookatthedisproportionatedisciplinerateofhistoricallymarginalizedstudentsoccurringinschoolsatanationallevel.Abodyofliteratureexiststhattheorizeswhysomestudentshavedifficultiesinschoolswhereproactivestrategiesareusedtosupportstudentbehavioralsuccess.Thisstudyutilizesculturalmismatchtheorytoexaminethisphenomenonandasksthreequestions:(1)HowdoAfricanAmericanandLatinostudents,identifiedbyschoolsasbeinginTierIIIandneedingtertiarybehavioralsupports,experiencetheschoolandclassroomclimateinaSWPBIScontext?(2)HowdoteachersdescribeandunderstandhowtheysupportAfricanAmericanandLatinostudentsinTierIIIneedingtertiarysupports?Byutilizingsemi-structuredinterviews,thisstudyseekstounderstandtheoverarchingquestion,(3)inwhatwaysdotheexperiencesofAfricanAmericanandLatinostudentsidentifiedbytheschoolasneedingtertiarysupportsconvergeanddivergewithteacherdescriptionsandunderstandingsofthoseexperiences?Datacollectionmethodsinclude45-minuteinterviewswitheachstudentparticipantand60-minuteinterviewswithadultparticipantswhoregularlyinteractinthevariousareasoftheschoolduringtheschooldaywithstudentparticipants.Resultsfromthisstudymayprovideadeeperunderstandingofculturalvalues,behaviors,andnormsbetweenhistoricallymarginalizedstudentsandteachersthatmightbeunintentionallyatoddswithoneanother.ThisresearchcouldhelpeducatorsdevelopstrategieswithinSWPBISforsupportingstudentsinmoreproactiveandpositivewaysthatalsoaddressesthedisciplinegapofhistoricallymarginalizedstudents.

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Theme1-Culturallyrelevantpracticesinthefollowingcontentareas:inthefollowingcontentareas:computingsciences,PE,reading,readinginterventions(Turner2005,CulpandChepyator-Thomson2011,WallaceandBrand2012,McIntyreandHulan2013,Codrington2014,Lavar,SherriAnnetal.2014,Council,Cartledgeetal.2016)Codrington,J.(2014)."Sharpeningthelensofculturallyresponsivescienceteaching:acallforliberatoryeducationforoppressedstudentgroups."CultStudofSciEduc9(4):1015-1024. WallaceandBrand’sframingofculturallyresponsivescienceteachingthroughthelens

ofcriticalracetheoryhonorstheroleofsocialjusticeinscienceeducation.Inthisarticle,Iextendthediscussionthroughreflectionsontheparticularlearningneedsofstudentsfromoppressedculturalgroups,specificallyAfricanAmericans.Understandingthepoliticalnatureofeducation,IexploretheimportanceoftransformingscienceeducationsothatithasthecapacitytoprovideAfricanAmericanstudentswithtoolsfortheirownliberation.IdiscussWallaceandBrand’sresearchfindingsinrelationtothegoalofliberatoryeducation,andofferideasforhowscienceeducatorsmightpushforwardthisagendaastheystriveforculturallyresponsiveteachingwithoppressedstudentgroups.

Council,M.,etal.(2016)."ReducingRiskthroughaSupplementaryReadingIntervention:ACaseStudyofFirst-andSecond-GradeUrbanStudents."BehavioralDisorders41(4):241-257. Thisdescriptivestudyexaminedwhetheracomputer-based,repeatedreading

intervention(i.e.,ReadingRelevantandCulturallyEngagingStories)isassociatedwithimprovedreadingandsocialbehaviorforthreeprimary-agedurbanblackgirlswhoeachshowedbothacademicandbehavioralrisk.TheReadingRelevantandCulturallyEngagingStoriesinterventionutilizedculturallyrelevantreadingpassagesforrepeatedreadingsdeliveredthroughcomputersoftwaretoincreasethereadingfluencyoftheyounglearners.Single-subjectdatacollectionprocedures(ABdesigns)wereusedtomeasurestudentperformanceinreadingandbehaviorduringtheintervention.Readingandbehavioraloutcomesimprovedfollowingimplementationoftheinterventionforallthreeparticipants.Thebenefitsofsystematic,intensive,andculturallyrelevantinterventiontoreduceriskinbeginninglearnersarediscussed.

Culp,B.andJ.Chepyator-Thomson(2011)."ExaminingtheCulturallyResponsivePracticesofUrbanPrimaryPhysicalEducators."PhysicalEducator68(4):234-253. Recentchangesinthedemographicsofurbanpublicschoolshavepresentedan

opportunitytoassesstheinstructionalstrategiesofteachersofculturallyandlinguisticallydiverse(CLD)learners.Giventhatethnicminoritiesrepresentmorethan75%ofthestudentpopulationin50ofAmericaslargestpublicschoolsystems,researchonteachersofthesestudentsiswarranted.Thisstudyreportsdatafromasurveydesignedtogaugeurbanelementaryphysicaleducatorsuseofculturallyresponsivepedagogyintheirinstruction.Resultssuggestthatagreaterfocusshouldbeplacedon

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teachingculturallyresponsivepracticesinPETEprogramsandincurrentteachertraining.

Lavar,J.C.,etal.(2014)."UsingCulturallyResponsivePracticestoBroadenParticipationintheEducationalPipeline:AddressingtheUnfinishedBusinessofBrownintheFieldofComputingSciences."TheJournalofNegroEducation83(3):400-419. TheeffectiveintegrationofAfricanAmericanstudentsintopreviouslysegregated

careerswasoneofthemaingoalsoftheBrowndecisionand,inturn,theoutcomesofsucheffortshavebeenthesubjectofmuchscholarlyinterest).Thisqualitativestudy,drawingoncriticalracetheoristDerrickBell’scritiqueofBrown,makesthecaseforapplyingculturallyrelevantpedagogytheory(CRPT)topositivelyimpactstudentachievementandcareerchoice,particularlyasitrelatestotheSTEMfieldofcomputingsciences.Culturalbarrierssuchasearlyexposuretotechnology,students’perceptionsoftheirownpotentialinthefield,andthelackofculturallyrelevantsocialsupport,oftendeterAfricanAmericanstudentsfrompursuingcareersinSTEMfields,particularlycomputingsciences.Althoughthereisadearthintheliteratureregardinghowtoexpandthepipelinetocomputingsciencesusingculturallyspecificpractices,thisstudyproducedresultsthatsuggestculturallyresponsivepracticesasaneffectivemethodforbroadeningparticipationincomputing.UsingCRPT,thisqualitativestudyidentifiesculturallyrelevantpracticesthatpositivelyaffectthepersistenceofAfricanAmericansintheSTEMfieldofcomputingscience.

McIntyre,E.andN.Hulan(2013)."Research-Based,CulturallyResponsiveReadingPracticeinElementaryClassrooms:AYearlongStudy."LiteracyResearchandInstruction52(1):28-51. Inthefieldofelementaryreadinginstruction,educatorsfromvaryingtheoretical

perspectiveshavestrivedtopromoteinstructionalpracticesthat“work”withdiversepopulationsofstudents,withdifferingconclusions.Inthepresentstudy,weexaminedelementaryteachersattemptsatblendingreadingpracticesreflectingtwophilosophicalperspectives,research-basedreadinginstructionandculturallyresponsiveinstruction.Wealsodocumentedtheteachers;viewsonthefeasibilityofthispractice.Therewerestrongsimilaritiesacrosstheteachersinhowtheyimplementedthemodel,withdifferencescorrespondingsomewhatbygradelevel.Alldemonstratedbothresearch-basedreadinginstructionandculturallyresponsivepractice,attimessimultaneouslyblendingprinciplesfrombothperspectiveswithinlessons.However,theteachersviewedthemodelasfeasibleforsomecomponentsofreadingbutnotothers.Implicationsoffindingsarediscussed.

Turner,J.(2005)."OrchestratingSuccessforAfricanAmericanReaders:TheCaseofanEffectiveThird-GradeTeacher."ReadingResearchandInstruction44(4):27-48. Throughbuildingonandextendingthemetaphoroforchestration,forwardedby

readingscholars,thiscasestudyresearchdescribesandexamineshowaneffectivethird-gradeteacherorganizesandfacilitateshigh-qualityreadinginstructionforAfricanAmericanstudents.FindingssuggestedthattheteacherusedthreepedagogicalstrategiestomeetAfricanAmericanstudentssocialandliteracyneeds:(a)enactinga

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bordercrossingcurriculum(b)makingthestrategiesandskillsofgoodreaderstransparentand(c)makingcross-culturalconnectionstostudentsthroughliterature.Implicationsforclassroomreadinginstructionandreadingresearcharediscussed.

Wallace,T.andB.Brand(2012)."Usingcriticalracetheorytoanalyzescienceteachersculturallyresponsivepractices."CultStudofSciEduc7(2):341-374. Culturallyresponsivescienceteachingisusingknowledgeaboutthecultureandlife

experiencesofstudentstostructurelearningthatisconducivetotheirneeds.Understandingwhatteachersneedtopreparethemtobeculturallyresponsiveisamatterofcontinuousdebate.Asthefocusofmulticulturaleducationventuresfartherawayfromitsroots,advocatingthecivilrightsofhistoricallyoppressedgroups,concernsaboutthegravityofracialinequityonschoolingcontinues.Howwillthisshiftinfocusinfluenceteachers’capacitytoaccommodatestudents’needsresultingfromracialinequitiesinthissociety,particularlyAfricanAmericanstudents?Whatknowledgeisessentialtotheireffectiveness?Thisqualitativestudyexaminedtheinstructionalpracticesoftwoeffectivemiddleschoolscienceteachersdeemedculturallyresponsivebytheiradministratoronthebasisofclassroomobservations,students’responsesandstandardizedassessmentresults.Bothteachers’classroomsconsistedprimarilyofAfricanAmericanstudents.Groundedtheorywasusedtoanalyzetheteachers’beliefsandpracticesinordertoidentifyexistingcommonalties.Criticalracetheorywasusedtoidentifywhethertherewasanyinfluenceofthestudents’racialidentitiesontheteachers’beliefsandpractices.Theanalysisrevealsthattheteachers’beliefsandpracticeswereinformedbytheircriticalawarenessofsocialconstraintsimposedupontheirAfricanAmericanstudents’identities.Thesefindingscommunicatethesignificanceofsocioculturalawarenesstoinformingtheteachers’instruction,aswellastheirstrategiesformanagingthevaryingdynamicsoccurringintheirclassrooms.Itcanbededucedfromthefindingsthatanunderstandingofracialinequitiesiscrucialtothedevelopmentofsocioculturalawareness,andisthefoundationfortheculturallyresponsivedispositionsandpracticesofthesemiddleschoolscienceteachers.

Theme1-CRPTenets:Contextualization&FundsofKnowledge;RelationalProcesses(Emotional&Connectedness);StudentVoice;CulturalCriticalConsciousness(GayandKirkland2003,Cholewa,Amateaetal.2012,Cholewa,Goodmanetal.2014,ParisandAlim2014,Wyatt2015,Jett,McNealCurryetal.2016)Achinstein,B.andR.Ogawa(2012)."Newteachersofcolorandculturallyresponsiveteachinginaneraofeducationalaccountability:Caughtinadoublebind."JEducChange13(1):1-39.

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Thepurposeofthisarticleistoexaminehowandtowhatextentschools’responsestoaccountabilitypoliciesintheUnitedStatesinfluencetheabilityofnewteachersofcolortodrawontheirownandtheirstudents’culturalresourcestoengageinculturallyresponsiveteaching.A5-yearstudyof17newteachersofcolorrevealsthattheseteachersidentifiedthreeprincipaltensionswhichcorrespondtothethreedimensionsofculturallyresponsiveteaching:(a)culturalandlinguisticrelevanceversusstandardization,(b)communityoflearnersversusteachertransmission,and(c)socialjusticeversusenhancedtestscores.Theteachersalsodescribedtwomechanismsbywhichaccountability-basedprogramsandpolicieswereenforced:fearofmonitoringandinternalizingthelinkbetweentestingandeducationalopportunity.Weappliedthemetaphorof“doublebind”toexplainthetensionsandenforcementmechanismsencounteredbytheseteachers.The“doublebind”forcedthenewteachersofcolortoenactcontradictorysystemicdemandspromotedbygovernmentpolicyandtheteachingprofessionandexactedanindividualtoll.Weconcludewithimplicationsforpolicy,practice,andresearch.

Boon,H.J.andB.Lewthwaite(2015)."Developmentofaninstrumenttomeasureafacetofqualityteaching:Culturallyresponsivepedagogy."InternationalJournalofEducationalResearch72:38-58. •ThepaperreportsPhase2ofalargerproject.•Theoverallresearchaimstoraise

AustralianIndigenousstudents’academicoutcomes.•AninstrumentforculturallyresponsivepedagogywasvalidatedviaRaschanalysis.•Resultsshowtheinstrumentisunidimensionalandreflectssevensubscales.•Theinstrumentissensitivetonuancesinpedagogy&canmeasurequalityteaching.ThispaperpresentsfindingsofPhase2ofalargerthreephasestudyexaminingculturallyresponsivepedagogiesandtheirinfluenceonIndigenousstudentoutcomes.CharacteristicsofculturallyresponsivepedagogiesobtainedthroughinterviewswithAustralianIndigenous1parentsandstudentsgeneratedcharacteristicsandthemeswhichweredistilledintosurveyitems.Theresultinginstrumentwasappliedtopracticingteachersforvalidation.Thesurveywaspilotedonasampleof141elementaryandsecondaryteachersfromdiverseschools.AnalysesusingItemResponseTheory,employingtheRaschmodel,confirmedthattheinstrumentmeasuredaunidimensionallatenttrait,culturallyresponsivepedagogy.Sevensubscales,initiallyqualitativelydetermined,werestatisticallyconfirmed.Theinstrumentprovedsuitabletomeasurenuancesinpedagogyandtodetectsignificantdifferencesbetweenelementaryandsecondaryteachers.

Borrero,N.E.,etal.(2016)."DevelopingandEnactingCulturallyRelevantPedagogy:VoicesofNewTeachersofColor."Equity&ExcellenceinEducation49(1):27-40. ABSTRACTAgroupofpreserviceandfirstyearteacherssharetheirexperiencesasnew

teachersofColorenteringtheprofessioninurbanpublicschools.Specifically,thesenoviceteachersdiscussthetransitionfromanurbaneducationteacherpreparationprogramintotheclassroomandtheirsuccessesandchallengesenactingculturallyrelevantpedagogy.Findingsshowcaseunderstandingself,community,andcollaborationamongcriticalpedagoguesandnavigatingtheoryandpracticeas

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emergentthemes.ThesenewteachersspeaktothejourneyofbecomingtheteacherstheywanttobecomeandthechallengestheyencounterinpublicK-12schools.Implicationsarepresentedtohighlightthepowerandpassionofthesenewteachersandhowwe,ascriticalscholars,mustlearnfromthemandworkwiththemasweseektodisruptthedominant,middleclass,whitediscourseinteachereducationprogramsandeducationalresearch.

Castillo,J.(2013)."ToleranceinSchoolsforLatinoStudents:DismantlingtheSchool-to-PrisonPipeline."HarvardJournalofHispanicPolicy26:43-58. Theschool-to-prisonpipelinereferstothepracticeofpushingstudentsoutof

educationalinstitutions,primarilyviazero-toleranceandharshdisciplinarypolicies,andintothejuvenileandadultcriminaljusticesystems.Thepipelinehasemergedinpartasaresponsetothemediapanicoveryouthviolenceandtheneedtokeepdangerousstudentsoutofschools.Tocurtailtheallegedsurgeinyouthviolence,schooldistrictshaveadoptedzero-tolerancepolicies,whichimposeharshdisciplinarypenaltiesandsanctionsandareappliedregardlessoftheseriousnessoftheinfractionormitigatingcircumstances.Researchshowsthatthesepolicieshavefailedtomakeschoolssaferandhavebeenlinkedtoanincreasedlikelihoodofacademicunderperformanceaswellasincreasedsuspensionsandexpulsionsratesandelevateddropoutrates.LatinosandAfricanAmericanstudentsaredisproportionatelyrepresentedateverystageoftheschool-to-prisonpipeline.Forexample,thesestudentsarefarmorelikelythantheirWhitepeerstofacesuspension,expulsion,orarrestsforthesameschool-basedinfraction.Thisarticleaddressesthehistoryoftheschool-to-prisonpipeline,thenegativeimpactsofzero-tolerancepoliciesonstudents,particularlyAfricanAmericanandLatinostudents,alternativestozero-tolerancepolicies,andbothpracticeandpolicyrecommendations.

Cholewa,B.,etal.(2012)."ExaminingtheRelationalProcessesofaHighlySuccessfulTeacherofAfricanAmericanChildren."UrbanEducation47(1):250-279. Culturallyresponsiveeducationalpracticeshavearisenaseffectivemeansofincreasing

culturallydiversestudents’academicachievementandpsychologicalwell-being;however,therelationalprocessesinvolvedarenotwellunderstood.Usinggroundedtheory,thisstudyexaminestherelationalprocessesofoneculturallyresponsiveteacherandherfifthgradeAfricanAmericanstudents.Adimensionthatemergedfromthedatawasemotionalconnectedness.Itincludestheconnectiveinteractionsbetweentheteacherandstudent,theconnectiveinteractionsbetweentheteacherandthewholeclass,andteachertransparencyandjoining.Richdescriptionsofeachthemeareprovidedaswellasimplicationsforteacherpracticeandpreparation.

Cholewa,B.,etal.(2014)."AQualitativeExaminationoftheImpactofCulturallyResponsiveEducationalPracticesonthePsychologicalWell-BeingofStudentsofColor."UrbanRev46(4):574-596. Scholarshaveshownthateducationalexperienceswithintheclassroommay

marginalizestudentsofcolorwhichmayresultinpsychologicaldistress.However,the

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utilizationofculturallyresponsiveeducationalpractices(CRE)cancreateenvironmentsinwhichmarginalizedstudentscanthrivenotonlyacademically,butpsychologically.Theauthorsprovideaqualitativecasestudyexaminingtheculturallyresponsivepracticesofoneteacherthrougharelationalculturaltheory(RCT)lens.ThefindingssuggestthatCREpracticesmayserveaspsychologicalinterventionsthatareassociatedwithdecreasedpsychologicaldistressandincreasedpsychologicalwell-beingamongststudentsofcolor.Specifically,studentsdemonstratedbehaviorsdepictinganumberofRCT’sfivegoodthings,includingzest,empowerment,connection,clarity,andself-worth,thatimprovepsychologicalwell-beingaccordingtoRCT.

Codrington,J.(2014)."Sharpeningthelensofculturallyresponsivescienceteaching:acallforliberatoryeducationforoppressedstudentgroups."CultStudofSciEduc9(4):1015-1024. WallaceandBrand’sframingofculturallyresponsivescienceteachingthroughthelens

ofcriticalracetheoryhonorstheroleofsocialjusticeinscienceeducation.Inthisarticle,Iextendthediscussionthroughreflectionsontheparticularlearningneedsofstudentsfromoppressedculturalgroups,specificallyAfricanAmericans.Understandingthepoliticalnatureofeducation,IexploretheimportanceoftransformingscienceeducationsothatithasthecapacitytoprovideAfricanAmericanstudentswithtoolsfortheirownliberation.IdiscussWallaceandBrand’sresearchfindingsinrelationtothegoalofliberatoryeducation,andofferideasforhowscienceeducatorsmightpushforwardthisagendaastheystriveforculturallyresponsiveteachingwithoppressedstudentgroups.

Coffey,H.andA.Farinde-Wu(2016)."Navigatingthejourneytoculturallyresponsiveteaching:Lessonsfromthesuccessandstrugglesofonefirst-year,BlackfemaleteacherofBlackstudentsinanurbanschool."TeachingandTeacherEducation60:24-33. Thisexploratorycasestudyexaminestheexperiencesofonefirst-year,Blackfemale

EnglishlanguageartsteacherandherAdvancedPlacementLanguageandCompositionstudents.ThroughanexplorationofherrelationshipwithherBlackstudents,thedatarevealhowshefacedchallengeswhenfindingbalanceinherclassroommanagementstyle,encounteredculturaldissonance,developedteacher-studentrelationships,andstruggledwithhowWhite,middle-classvaluesmayhaveshapedherclassroominteractionswithherstudents.Theresultsofthisstudyinformthefieldofteachereducationandhavepotentialimplicationsforpre-serviceandinserviceteachersworldwideworkingwithstudentsfromdiverseracial/ethnicbackgrounds.•Weexplorehowonefirstyearteachernavigatesculturallyresponsiveteaching.•FindingsindicatethatBlackteacherofBlackstudentsmustevaluateperspectivesofculturallyresponsiveteaching.•Noviceteachersmustlearntobridgethegapbetweentheoryandpractice.•Teachersfromrural/suburbanbackgroundsmightexplorethelivedexperiencesofurbanstudentstobemoreeffective.

Council,M.,etal.(2016)."ReducingRiskthroughaSupplementaryReadingIntervention:ACaseStudyofFirst-andSecond-GradeUrbanStudents."BehavioralDisorders41(4):241-257.

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Thisdescriptivestudyexaminedwhetheracomputer-based,repeatedreadingintervention(i.e.,ReadingRelevantandCulturallyEngagingStories)isassociatedwithimprovedreadingandsocialbehaviorforthreeprimary-agedurbanblackgirlswhoeachshowedbothacademicandbehavioralrisk.TheReadingRelevantandCulturallyEngagingStoriesinterventionutilizedculturallyrelevantreadingpassagesforrepeatedreadingsdeliveredthroughcomputersoftwaretoincreasethereadingfluencyoftheyounglearners.Single-subjectdatacollectionprocedures(ABdesigns)wereusedtomeasurestudentperformanceinreadingandbehaviorduringtheintervention.Readingandbehavioraloutcomesimprovedfollowingimplementationoftheinterventionforallthreeparticipants.Thebenefitsofsystematic,intensive,andculturallyrelevantinterventiontoreduceriskinbeginninglearnersarediscussed.

Culp,B.andJ.Chepyator-Thomson(2011)."ExaminingtheCulturallyResponsivePracticesofUrbanPrimaryPhysicalEducators."PhysicalEducator68(4):234-253. Recentchangesinthedemographicsofurbanpublicschoolshavepresentedan

opportunitytoassesstheinstructionalstrategiesofteachersofculturallyandlinguisticallydiverse(CLD)learners.Giventhatethnicminoritiesrepresentmorethan75%ofthestudentpopulationin50ofAmericaslargestpublicschoolsystems,researchonteachersofthesestudentsiswarranted.Thisstudyreportsdatafromasurveydesignedtogaugeurbanelementaryphysicaleducatorsuseofculturallyresponsivepedagogyintheirinstruction.ResultssuggestthatagreaterfocusshouldbeplacedonteachingculturallyresponsivepracticesinPETEprogramsandincurrentteachertraining.

Debnam,K.J.,etal.(2015)."AnExaminationoftheAssociationbetweenObservedandSelf-ReportedCulturallyProficientTeachingPractices."PsychologyintheSchools52(6):533-548. Acriticalnextstepinadvancingourunderstandingofteacherpracticesthatcan

equitablyengageandsupportlearningindiverseclassroomsisdeterminingtheeffectivenessofculturallyresponsiveinterventions.Yet,quantitativemeasurementindicatorsoftheeffectivenessofculturallyresponsiveteachinginterventionsarescarce.Mostresearchreliesexclusivelyonself-reports,withlimitedattentiontoissuesofsocialdesirability,andfewstudiesobserveteacherpractices.Datacomefrom142K-8teachersinsixschoolswhowereassessedviatheAssessingSchoolSettings:InteractionsofStudentsandTeachers(ASSIST),anexternally-conductedobservation,andwhoalsoprovidedself-reportdataofculturalresponsiveness.Analysesindicatedthatteachersself-reportedhigherratesofculturallyresponsiveteachingstrategiesthanwereobservedontheASSIST.Therewere,however,significantassociationsbetweenobservationsandteachersratingsofself-efficacy.Findingssuggestaneedforadditionalresearchtodevelopandvalidateefficient,multi-informantapproachesforassessingculturalresponsivenessintheclassroom.

Ford,D.Y.(2014)."WhyEducationMustBeMulticultural."GiftedChildToday37(1):59-62. TheUnitedStatesisconsideredthelandofimmigrantsandculturaldiversity,andour

nation’severchangingdemographicsatteststothis.Yearly,ournationandschools

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becomemoreraciallyandlinguisticallydifferent.Inwhatways,wemustask,areschoolswelcomingandprovidingforstudentswhocomefromdifferentculturalbackgrounds,especiallyBlackandHispanicstudents?Theauthorcontendsthatschoolsandeducatorsmustbeculturallyresponsive;however,misperceptionshindertheirappreciationofandrespectformulticulturaleducationand,thus,theadoptionofculturallyresponsivepracticesisinfrequentand/ormetwithreservations.Several(bynomeansall)misperceptionsareshareaccompaniedbycounterarguments.

Gay,G.andK.Kirkland(2003)."DevelopingCulturalCriticalConsciousnessandSelf-ReflectioninPreserviceTeacherEducation."TheoryIntoPractice42(3):181-187. Inthisarticle,theauthorsarguethatdevelopingpersonalandprofessionalcritical

consciousnessaboutracial,cultural,andethnicdiversityshouldbeamajorcomponentofpreserviceteachereducation.Theydiscusssomemaneuversteachereducationstudentsusetoavoidengagingwithracialissuesineducation,andsuggestsomestrategiesforcounteractingthem.Theresistancestrategiesincludesilence,diversion,guilt,andbenevolentliberalism.Techniquestooffsettheseanddevelopcriticalculturalconsciousnessandself-reflectionincludecreatinglearningexpectationsofcriticalness,modeling,providingopportunitiestopracticecriticalconsciousness,andtranslatingconceptualmulticulturaleducationintoK-12instructionalpossibilities.Woventhroughoutthespecificsuggestionsisthegeneraldirectivethatcriticalconsciousnesslearningexperiencesshouldtakeplacewithinthecontextofguidedpractice,authenticexamples,andrealisticsituations.

Griner,A.C.andM.L.Stewart(2013)."AddressingtheAchievementGapandDisproportionalitythroughtheUseofCulturallyResponsiveTeachingPractices."UrbanEducation48(4):585-621. Culturallyresponsivepracticesinschoolsandclassroomshavebeenshowntobean

effectivemeansofaddressingtheachievementgapaswellasthedisproportionaterepresentationofracially,culturally,ethnically,andlinguisticallydiversestudentsinprogramsservingstudentswithspecialneeds.Whiletherehasbeenmuchresearchdiscussingtheseissues,teachersandschoolstafflackclearexamplesandtoolsforbestpracticestowardaddressingtheseissueseffectively.Thisresearchprovidesapracticaltooltoencourageteachersandschoolstafftoengageinreflective,culturallyresponsivepracticeaswellashighlightingtheneedtoincludearangeofstakeholdersintheprocessofdeveloping,implementing,andevaluatingtoolsforeducationalpractice.(Contains7notesand3tables.)

Jett,C.C.,etal.(2016)."LetOurStudentsBeOurGuides."UrbanEducation51(5):514-533. ThiscasestudyexaminesthePreK-16schoolingexperiencesofnineMcNairPost-

BaccalaureateAchievementProgramScholarsfromalarge,urbanuniversityinthesoutheastwithrespecttoculturallyrelevantteaching.ThisstudyhighlightstheexperiencesoftheMcNairScholarsinanefforttoassisteducatorsincreatingspacesthatallowculturallydiverselearnerstothrive.Usingstudents’experiencestoguidethisstudy,theauthorsdiscoverthattheMcNairScholarsweresuccessfulintheireducationalpursuitsdespitesomebarriers.Furthermore,theauthorsdiscuss

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implicationsatthemicro-andmacro-levelsconcerningculturallyresponsivelearningenvironmentsforethnicallydiversestudents.

Lavar,J.C.,etal.(2014)."UsingCulturallyResponsivePracticestoBroadenParticipationintheEducationalPipeline:AddressingtheUnfinishedBusinessofBrownintheFieldofComputingSciences."TheJournalofNegroEducation83(3):400-419. TheeffectiveintegrationofAfricanAmericanstudentsintopreviouslysegregated

careerswasoneofthemaingoalsoftheBrowndecisionand,inturn,theoutcomesofsucheffortshavebeenthesubjectofmuchscholarlyinterest).Thisqualitativestudy,drawingoncriticalracetheoristDerrickBell’scritiqueofBrown,makesthecaseforapplyingculturallyrelevantpedagogytheory(CRPT)topositivelyimpactstudentachievementandcareerchoice,particularlyasitrelatestotheSTEMfieldofcomputingsciences.Culturalbarrierssuchasearlyexposuretotechnology,students’perceptionsoftheirownpotentialinthefield,andthelackofculturallyrelevantsocialsupport,oftendeterAfricanAmericanstudentsfrompursuingcareersinSTEMfields,particularlycomputingsciences.Althoughthereisadearthintheliteratureregardinghowtoexpandthepipelinetocomputingsciencesusingculturallyspecificpractices,thisstudyproducedresultsthatsuggestculturallyresponsivepracticesasaneffectivemethodforbroadeningparticipationincomputing.UsingCRPT,thisqualitativestudyidentifiesculturallyrelevantpracticesthatpositivelyaffectthepersistenceofAfricanAmericansintheSTEMfieldofcomputingscience.

McIntyre,E.andN.Hulan(2013)."Research-Based,CulturallyResponsiveReadingPracticeinElementaryClassrooms:AYearlongStudy."LiteracyResearchandInstruction52(1):28-51. Inthefieldofelementaryreadinginstruction,educatorsfromvaryingtheoretical

perspectiveshavestrivedtopromoteinstructionalpracticesthat“work”withdiversepopulationsofstudents,withdifferingconclusions.Inthepresentstudy,weexaminedelementaryteachersattemptsatblendingreadingpracticesreflectingtwophilosophicalperspectives,research-basedreadinginstructionandculturallyresponsiveinstruction.Wealsodocumentedtheteachersviewsonthefeasibilityofthispractice.Therewerestrongsimilaritiesacrosstheteachersinhowtheyimplementedthemodel,withdifferencescorrespondingsomewhatbygradelevel.Alldemonstratedbothresearch-basedreadinginstructionandculturallyresponsivepractice,attimessimultaneouslyblendingprinciplesfrombothperspectiveswithinlessons.However,theteachersviewedthemodelasfeasibleforsomecomponentsofreadingbutnotothers.Implicationsoffindingsarediscussed.

Paris,D.andH.S.Alim(2014)."WhatAreWeSeekingtoSustainthroughCulturallySustainingPedagogy?ALovingCritiqueForward."HarvardEducationalReview84(1):85-100. Inthisarticle,DjangoParisandH.SamyAlimusetheemergenceofParisconceptof

culturallysustainingpedagogy(CSP)asthefoundationforarespectfulandproductivecritiqueofpreviousformulationsofassetpedagogies.Payingparticularattentiontoassetpedagogyfailurestoremaindynamicandcriticalinaconstantlyevolvingglobalworld,theyofferavisionthatbuildsonthecrucialworkofthepasttowardaCSPthat

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keepspacewiththechanginglivesandpracticesofyouthofcolor.TheauthorsarguethatCSPseekstoperpetuateandfosterlinguistic,literate,andculturalpluralismaspartofthedemocraticprojectofschoolingandasaneededresponsetodemographicandsocialchange.Buildingfromtheircritique,ParisandAlimsuggestthatCSPstwomostimportanttenetsareafocusonthepluralandevolvingnatureofyouthidentityandculturalpracticesandacommitmenttoembracingyouthculturescounterhegemonicpotentialwhilemaintainingaclear-eyedcritiqueofthewaysinwhichyouthculturecanalsoreproducesystemicinequalities.

Sleeter,C.(2011)."Anagendatostrengthenculturallyresponsivepedagogy."EnglishTeaching10(2):7. Overthelasttwodecadesinmanycountries,culturallyresponsive,multiculturaland

bilingualapproachestoteachinghavelargelybeenreplacedbystandardisedcurriculaandpedagogy,rootedinapoliticalshifttowardneoliberalismthathaspushedbusinessmodelsofschoolreform.Iarguethatneoliberalreforms,bynegatingthecentralimportanceofcontext,cultureandracism,arereversingtheempoweredlearningthatculturallyresponsivepedagogysupports.Toaddresstheseproblems,Iarguethateducatorswhoworkwithculturallyresponsivepedagogymustengageinthreeareas.First,apersistenceoffaultyandsimplisticconceptionsofwhatculturallyresponsivepedagogyismustbedirectlyconfrontedandreplacedwithmorecomplexandaccurateviews.Second,theresearchbasethatconnectsculturallyresponsivepedagogywithstudentlearningmustbestrengthened.Third,thepoliticalbacklashfromworkthatempowersminoritisedcommunitiesmustbeanticipatedandaddressed.

Sleeter,C.E.(2012)."ConfrontingtheMarginalizationofCulturallyResponsivePedagogy."UrbanEducation47(3):562-584. Globally,overthelasttwodecades,attentiontoculturallyresponsive,multicultural

approachestoteachinghavelargelybeensupplantedbystandardizedcurriculaandpedagogythatderivefromneoliberalbusinessmodelsofschoolreform.Inthisessay,Idiscussthreefactorsthatcontributetothemarginalizationofculturallyresponsivepedagogy:(a)apersistenceoffaultyandsimplisticconceptionsofwhatculturallyresponsivepedagogyis,(b)toolittleresearchconnectingitsusewithstudentachievement,and(c)eliteandwhitefearoflosingnationalandglobalhegemony.Afterdiscussingthesefactors,recommendationsareoffered.

Turner,J.(2005)."OrchestratingSuccessforAfricanAmericanReaders:TheCaseofanEffectiveThird-GradeTeacher."ReadingResearchandInstruction44(4):27-48. Throughbuildingonandextendingthemetaphorof;orchestration,forwardedby

readingscholars,thiscasestudyresearchdescribesandexamineshowaneffectivethird-gradeteacherorganizesandfacilitateshigh-qualityreadinginstructionforAfricanAmericanstudents.FindingssuggestedthattheteacherusedthreepedagogicalstrategiestomeetAfricanAmericanstudentssocialandliteracyneeds:(a)enactingabordercrossingcurriculum(b)makingthestrategiesandskillsofgoodreaders

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transparentand(c)makingcross-culturalconnectionstostudentsthroughliterature.Implicationsforclassroomreadinginstructionandreadingresearcharediscussed.

Wallace,T.andB.Brand(2012)."Usingcriticalracetheorytoanalyzescienceteachersculturallyresponsivepractices."CultStudofSciEduc7(2):341-374. Culturallyresponsivescienceteachingisusingknowledgeaboutthecultureandlife

experiencesofstudentstostructurelearningthatisconducivetotheirneeds.Understandingwhatteachersneedtopreparethemtobeculturallyresponsiveisamatterofcontinuousdebate.Asthefocusofmulticulturaleducationventuresfartherawayfromitsroots,advocatingthecivilrightsofhistoricallyoppressedgroups,concernsaboutthegravityofracialinequityonschoolingcontinues.Howwillthisshiftinfocusinfluenceteachers’capacitytoaccommodatestudents’needsresultingfromracialinequitiesinthissociety,particularlyAfricanAmericanstudents?Whatknowledgeisessentialtotheireffectiveness?Thisqualitativestudyexaminedtheinstructionalpracticesoftwoeffectivemiddleschoolscienceteachersdeemedculturallyresponsivebytheiradministratoronthebasisofclassroomobservations,students’responsesandstandardizedassessmentresults.Bothteachers’classroomsconsistedprimarilyofAfricanAmericanstudents.Groundedtheorywasusedtoanalyzetheteachers’beliefsandpracticesinordertoidentifyexistingcommonalties.Criticalracetheorywasusedtoidentifywhethertherewasanyinfluenceofthestudents’racialidentitiesontheteachers’beliefsandpractices.Theanalysisrevealsthattheteachers’beliefsandpracticeswereinformedbytheircriticalawarenessofsocialconstraintsimposedupontheirAfricanAmericanstudents’identities.Thesefindingscommunicatethesignificanceofsocioculturalawarenesstoinformingtheteachers’instruction,aswellastheirstrategiesformanagingthevaryingdynamicsoccurringintheirclassrooms.Itcanbededucedfromthefindingsthatanunderstandingofracialinequitiesiscrucialtothedevelopmentofsocioculturalawareness,andisthefoundationfortheculturallyresponsivedispositionsandpracticesofthesemiddleschoolscienceteachers.

Wyatt,T.(2015)."UnderstandingtheProcessofContextualization."MulticulturalLearningandTeaching10(1):111-132. Theliteratureoncultureandeducationpointstotheimportanceofusing

studentsculturalknowledgeintheteachingandlearningprocess.Whilethetheoryofculturallyrelevanteducationhasexpandedinthelastseveraldecades,thepracticalimplementationcontinuestolagfarbehind.Thisdisparitypointstothelackoftoolsandotherresourcesavailabletoassistteacherswithimplementation.ByexaminingthepracticeofsixteacherswhoscoredhighonarubricmeasuringContextualization,thispedagogicalstrategywasarticulatedintoathree-stepprocess.Thefindingsindicatethattheroleoftheteacheringuidingstudentsthroughtasksthatrequirecognitiveprocessinghasbeenmissingfromourunderstandingofthisstrategy.Thisstudyadvancesthepracticeofusingcultureinteachingbyoperationalizinghowtousestudentsculturalexperiencestomakeacademicconnections.

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Theme1CulturallyRelevantTools:Measurements,Practice(GrinerandStewart2013,BoonandLewthwaite2015,Debnam,Pasetal.2015)(Castillo2013)Boon,H.J.andB.Lewthwaite(2015)."Developmentofaninstrumenttomeasureafacetofqualityteaching:Culturallyresponsivepedagogy."InternationalJournalofEducationalResearch72:38-58. ThepaperreportsPhase2ofalargerproject.•Theoverallresearchaimstoraise

AustralianIndigenousstudents’academicoutcomes.•AninstrumentforculturallyresponsivepedagogywasvalidatedviaRaschanalysis.•Resultsshowtheinstrumentisunidimensionalandreflectssevensubscales.•Theinstrumentissensitivetonuancesinpedagogy&canmeasurequalityteaching.ThispaperpresentsfindingsofPhase2ofalargerthreephasestudyexaminingculturallyresponsivepedagogiesandtheirinfluenceonIndigenousstudentoutcomes.CharacteristicsofculturallyresponsivepedagogiesobtainedthroughinterviewswithAustralianIndigenous1parentsandstudentsgeneratedcharacteristicsandthemeswhichweredistilledintosurveyitems.Theresultinginstrumentwasappliedtopracticingteachersforvalidation.Thesurveywaspilotedonasampleof141elementaryandsecondaryteachersfromdiverseschools.AnalysesusingItemResponseTheory,employingtheRaschmodel,confirmedthattheinstrumentmeasuredaunidimensionallatenttrait,culturallyresponsivepedagogy.Sevensubscales,initiallyqualitativelydetermined,werestatisticallyconfirmed.Theinstrumentprovedsuitabletomeasurenuancesinpedagogyandtodetectsignificantdifferencesbetweenelementaryandsecondaryteachers.

Castillo,J.(2013)."ToleranceinSchoolsforLatinoStudents:DismantlingtheSchool-to-PrisonPipeline."HarvardJournalofHispanicPolicy26:43-58. Theschool-to-prisonpipelinereferstothepracticeofpushingstudentsoutof

educationalinstitutions,primarilyviazero-toleranceandharshdisciplinarypolicies,andintothejuvenileandadultcriminaljusticesystems.Thepipelinehasemergedinpartasaresponsetothemediapanicoveryouthviolenceandtheneedtokeepdangerousstudentsoutofschools.Tocurtailtheallegedsurgeinyouthviolence,schooldistrictshaveadoptedzero-tolerancepolicies,whichimposeharshdisciplinarypenaltiesandsanctionsandareappliedregardlessoftheseriousnessoftheinfractionormitigatingcircumstances.Researchshowsthatthesepolicieshavefailedtomakeschoolssaferandhavebeenlinkedtoanincreasedlikelihoodofacademicunderperformanceaswellasincreasedsuspensionsandexpulsionsratesandelevateddropoutrates.LatinosandAfricanAmericanstudentsaredisproportionatelyrepresentedateverystageoftheschool-to-prisonpipeline.Forexample,thesestudentsarefarmorelikelythantheirWhitepeerstofacesuspension,expulsion,orarrestsforthesameschool-basedinfraction.Thisarticleaddressesthehistoryoftheschool-to-prisonpipeline,thenegativeimpactsofzero-tolerancepoliciesonstudents,particularlyAfricanAmericanandLatinostudents,alternativestozero-tolerancepolicies,andbothpracticeandpolicyrecommendations.

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Debnam,K.J.,etal.(2015)."AnExaminationoftheAssociationbetweenObservedandSelf-ReportedCulturallyProficientTeachingPractices."PsychologyintheSchools52(6):533-548. Acriticalnextstepinadvancingourunderstandingofteacherpracticesthatcan

equitablyengageandsupportlearningindiverseclassroomsisdeterminingtheeffectivenessofculturallyresponsiveinterventions.Yet,quantitativemeasurementindicatorsoftheeffectivenessofculturallyresponsiveteachinginterventionsarescarce.Mostresearchreliesexclusivelyonself-reports,withlimitedattentiontoissuesofsocialdesirability,andfewstudiesobserveteacherpractices.Datacomefrom142K-8teachersinsixschoolswhowereassessedviatheAssessingSchoolSettings:InteractionsofStudentsandTeachers(ASSIST),anexternally-conductedobservation,andwhoalsoprovidedself-reportdataofculturalresponsiveness.Analysesindicatedthatteachersself-reportedhigherratesofculturallyresponsiveteachingstrategiesthanwereobservedontheASSIST.Theratingsofself-efficacy.Findingssuggestaneedforadditionalresearchtodevelopandvalidateefficient,multi-informantapproachesforassessingculturalresponsivenessintheclassroom.

Griner,A.C.andM.L.Stewart(2013)."AddressingtheAchievementGapandDisproportionalitythroughtheUseofCulturallyResponsiveTeachingPractices."UrbanEducation48(4):585-621. Culturallyresponsivepracticesinschoolsandclassroomshavebeenshowntobean

effectivemeansofaddressingtheachievementgapaswellasthedisproportionaterepresentationofracially,culturally,ethnically,andlinguisticallydiversestudentsinprogramsservingstudentswithspecialneeds.Whiletherehasbeenmuchresearchdiscussingtheseissues,teachersandschoolstafflackclearexamplesandtoolsforbestpracticestowardaddressingtheseissueseffectively.Thisresearchprovidesapracticaltooltoencourageteachersandschoolstafftoengageinreflective,culturallyresponsivepracticeaswellashighlightingtheneedtoincludearangeofstakeholdersintheprocessofdeveloping,implementing,andevaluatingtoolsforeducationalpractice.(Contains7notesand3tables.)

Theme1-ImplementationSuccesses&BarrierstoCulturallyRelevantPedagogy:(Tensions,Misconceptions&Perceptions)(Sleeter2011,AchinsteinandOgawa2012,Sleeter2012,Ford2014,Borrero,Floresetal.2016,CoffeyandFarinde-Wu2016)Achinstein,B.andR.Ogawa(2012)."Newteachersofcolorandculturallyresponsiveteachinginaneraofeducationalaccountability:Caughtinadoublebind."JEducChange13(1):1-39.

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Thepurposeofthisarticleistoexaminehowandtowhatextentschools’responsestoaccountabilitypoliciesintheUnitedStatesinfluencetheabilityofnewteachersofcolortodrawontheirownandtheirstudents’culturalresourcestoengageinculturallyresponsiveteaching.A5-yearstudyof17newteachersofcolorrevealsthattheseteachersidentifiedthreeprincipaltensionswhichcorrespondtothethreedimensionsofculturallyresponsiveteaching:(a)culturalandlinguisticrelevanceversusstandardization,(b)communityoflearnersversusteachertransmission,and(c)socialjusticeversusenhancedtestscores.Theteachersalsodescribedtwomechanismsbywhichaccountability-basedprogramsandpolicieswereenforced:fearofmonitoringandinternalizingthelinkbetweentestingandeducationalopportunity.Weappliedthemetaphorof“doublebind”toexplainthetensionsandenforcementmechanismsencounteredbytheseteachers.The“doublebind”forcedthenewteachersofcolortoenactcontradictorysystemicdemandspromotedbygovernmentpolicyandtheteachingprofessionandexactedanindividualtoll.Weconcludewithimplicationsforpolicy,practice,andresearch.

Borrero,N.E.,etal.(2016)."DevelopingandEnactingCulturallyRelevantPedagogy:VoicesofNewTeachersofColor."Equity&ExcellenceinEducation49(1):27-40. ABSTRACTAgroupofpreserviceandfirstyearteacherssharetheirexperiencesasnew

teachersofColorenteringtheprofessioninurbanpublicschools.Specifically,thesenoviceteachersdiscussthetransitionfromanurbaneducationteacherpreparationprogramintotheclassroomandtheirsuccessesandchallengesenactingculturallyrelevantpedagogy.Findingsshowcaseunderstandingself,community,andcollaborationamongcriticalpedagoguesandnavigatingtheoryandpracticeasemergentthemes.ThesenewteachersspeaktothejourneyofbecomingtheteacherstheywanttobecomeandthechallengestheyencounterinpublicK-12schools.Implicationsarepresentedtohighlightthepowerandpassionofthesenewteachersandhowwe,ascriticalscholars,mustlearnfromthemandworkwiththemasweseektodisruptthedominant,middleclass,whitediscourseinteachereducationprogramsandeducationalresearch.

Coffey,H.andA.Farinde-Wu(2016)."Navigatingthejourneytoculturallyresponsiveteaching:Lessonsfromthesuccessandstrugglesofonefirst-year,BlackfemaleteacherofBlackstudentsinanurbanschool."TeachingandTeacherEducation60:24-33. Thisexploratorycasestudyexaminestheexperiencesofonefirst-year,Blackfemale

EnglishlanguageartsteacherandherAdvancedPlacementLanguageandCompositionstudents.ThroughanexplorationofherrelationshipwithherBlackstudents,thedatarevealhowshefacedchallengeswhenfindingbalanceinherclassroommanagementstyle,encounteredculturaldissonance,developedteacher-studentrelationships,andstruggledwithhowWhite,middle-classvaluesmayhaveshapedherclassroominteractionswithherstudents.Theresultsofthisstudyinformthefieldofteachereducationandhavepotentialimplicationsforpre-serviceandinserviceteachersworldwideworkingwithstudentsfromdiverseracial/ethnicbackgrounds.•Weexplorehowonefirstyearteachernavigatesculturallyresponsiveteaching.•Findingsindicate

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thatBlackteacherofBlackstudentsmustevaluateperspectivesofculturallyresponsiveteaching.•Noviceteachersmustlearntobridgethegapbetweentheoryandpractice.•Teachersfromrural/suburbanbackgroundsmightexplorethelivedexperiencesofurbanstudentstobemoreeffective.

Ford,D.Y.(2014)."WhyEducationMustBeMulticultural."GiftedChildToday37(1):59-62. TheUnitedStatesisconsideredthelandofimmigrantsandculturaldiversity,andour

nation’severchangingdemographicsatteststothis.Yearly,ournationandschoolsbecomemoreraciallyandlinguisticallydifferent.Inwhatways,wemustask,areschoolswelcomingandprovidingforstudentswhocomefromdifferentculturalbackgrounds,especiallyBlackandHispanicstudents?Theauthorcontendsthatschoolsandeducatorsmustbeculturallyresponsive;however,misperceptionshindertheirappreciationofandrespectformulticulturaleducationand,thus,theadoptionofculturallyresponsivepracticesisinfrequentand/ormetwithreservations.Several(bynomeansall)misperceptionsareshareaccompaniedbycounterarguments.

Sleeter,C.(2011)."Anagendatostrengthenculturallyresponsivepedagogy."EnglishTeaching10(2):7. Overthelasttwodecadesinmanycountries,culturallyresponsive,multiculturaland

bilingualapproachestoteachinghavelargelybeenreplacedbystandardisedcurriculaandpedagogy,rootedinapoliticalshifttowardneoliberalismthathaspushedbusinessmodelsofschoolreform.Iarguethatneoliberalreforms,bynegatingthecentralimportanceofcontext,cultureandracism,arereversingtheempoweredlearningthatculturallyresponsivepedagogysupports.Toaddresstheseproblems,Iarguethateducatorswhoworkwithculturallyresponsivepedagogymustengageinthreeareas.First,apersistenceoffaultyandsimplisticconceptionsofwhatculturallyresponsivepedagogyismustbedirectlyconfrontedandreplacedwithmorecomplexandaccurateviews.Second,theresearchbasethatconnectsculturallyresponsivepedagogywithstudentlearningmustbestrengthened.Third,thepoliticalbacklashfromworkthatempowersminoritisedcommunitiesmustbeanticipatedandaddressed.

Sleeter,C.E.(2012)."ConfrontingtheMarginalizationofCulturallyResponsivePedagogy."UrbanEducation47(3):562-584. Globally,overthelasttwodecades,attentiontoculturallyresponsive,multicultural

approachestoteachinghavelargelybeensupplantedbystandardizedcurriculaandpedagogythatderivefromneoliberalbusinessmodelsofschoolreform.Inthisessay,Idiscussthreefactorsthatcontributetothemarginalizationofculturallyresponsivepedagogy:(a)apersistenceoffaultyandsimplisticconceptionsofwhatculturallyresponsivepedagogyis,(b)toolittleresearchconnectingitsusewithstudentachievement,and(c)eliteandwhitefearoflosingnationalandglobalhegemony.Afterdiscussingthesefactors,recommendationsareoffered.

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Theme2–SWPBIS:TheroleofcounselorsinintegratingCRPBIS;Addressingbiasmanagingstudentbehaviorinculturallysensitiveways;Reshapingschoolpolicy&exclusionarypracticesusingPBIS;Usingdisaggregateddisciplinedata&CRP;IntegrationsofSWPBISCRP(FenningandRose2007,Vincent,Randalletal.2011,BoneshefskiandRunge2014,CramerandBennett2015,Betters-Bubon,Brunneretal.2016)Betters-Bubon,J.,etal.(2016)."Successforall?TheroleoftheschoolcounselorincreatingandsustainingculturallyresponsivePositiveBehaviorInterventionsandSupportsprograms.(Report)."TheProfessionalCounselor6(3):263. SuccessfulimplementationofPositiveBehaviorInterventionsandSupports(PBIS)

programsshouldincludeculturallyresponsivepracticestoreducedisproportionalityinschooldisciplinereferralsandcreateeffectivelearningenvironmentsforallstudents.SustainingculturallyresponsivePBISprogramsrequiresattentiontostudentdemographicsandtheculturalcontextofaparticularschool.RecentPBISresearchhaslackedfocusonsustainabilityandculturalresponsivenesswithinimplementation.Thiscasestudyexamineshowoneschoolteam(principal,schoolcounselors,schoolpsychologistandteachers)infusedculturallyresponsivepracticeswithinthePBISprogramtomeetstudentsocial,behavioralandemotionalneedsinadiverseelementaryschool.TheexaminationofsustainingthePBISprogramovera5-yearperiodfocusesondatasourcesandinterventionsthatbuildsociallyjustpracticesandsupports,aswellastheroletheschoolcounselorplaysintheprocess.Suggestionsforschoolcounselingpracticealsoareprovided.Keywords:schoolcounselor,PositiveBehaviorInterventionsandSupports(PBIS),culturallyresponsivepractices,casestudy,in-schooldiscipline

Boneshefski,M.J.andT.J.Runge(2014)."AddressingDisproportionateDisciplinePracticesWithinaSchool-WidePositiveBehavioralInterventionsandSupportsFramework."JournalofPositiveBehaviorInterventions16(3):149-158. CulturallyresponsibleimplementationofSchool-WidePositiveBehavioralInterventions

andSupports(SWPBIS)requiresthatschoolsmonitorindicesofdisciplinarypracticesamongminoritygroups.Schoolteamsareencouragedtocalculateriskindicesandriskratiostoevaluatetheextenttowhichstudentsofallgroupsareremovedfromclassroomsforbehavioralinfractions.Additionaldatasourcesareofferedtounderstandthenatureofdisproportionatepractices.Thesedataarethenusedtodevelopmoreculturallyresponsivedisciplinarypracticesinschools.Anillustrationisthenprovidedusingdatafromanethnicallydiverseelementaryschool.

Cramer,E.D.andK.D.Bennett(2015)."ImplementingCulturallyResponsivePositiveBehaviorInterventionsandSupportsinMiddleSchoolClassrooms."MiddleSchoolJournal46(3):18-24.

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Thetaskofprovidingallstudentsanengagingeducationisaparticularlydifficultchallengeinthemiddlegradesasyoungadolescentsareonthecuspofintellectualthought.Becausetheyareformingtheiridentitiesasstudentswhowillorwillnotgoontosuccessfullycompletehighschoolorpostsecondaryeducation,theirexperienceswithdisciplineinthemiddlegradescanformapositiveornegativetippingpoint.Educatorsmustteachbehaviorscharacterizedbyrespect,possibility,andcuriosity.PositiveBehaviorInterventionsandSupports(PBIS)havearichandlengthyhistoryofsettingupenvironmentsthatpromotepositivebehaviorsandincreaseacademicachievementformoststudents.QuestionsremainastothebestmannerinwhichPBISshouldbeimplementedwithadiversestudentbodyassomeresearchershavereportedthefullbenefitofPBISmaynotbereachingallstudents(Vincentetal.,2011).However,answerstothesequestionsareappearingintheliterature(seeFallonetal.,2012;Sugaietal.,2012).Byincorporatingthestrategiespresentedinthisarticleintotheirclassrooms,teacherscanincorporateculturallyresponsivepracticesintotheoveralldesignandmanagementoftheirclasses,therebypotentiallyextendingthebenefitsofPBISwithallmiddleschoolstudents.

Fenning,P.andJ.Rose(2007)."OverrepresentationofAfricanAmericanStudentsinExclusionaryDiscipline:TheRoleofSchoolPolicy."UrbanEducation42(6):536-559. Theoverrepresentationofethnicminoritystudents,particularlyAfricanAmerican

males,intheexclusionarydisciplineconsequencesofsuspensionandexpulsionhasbeenconsistentlydocumentedduringthepastthreedecades.Childrenofpovertyandthosewithacademicproblemsarealsooverrepresentedinsuchdisciplineconsequences.Sadly,adirectlinkbetweentheseexclusionarydisciplineconsequencesandentrancetoprisonhasbeendocumentedandtermedtheschool-to-prisonpipelineforthesemostvulnerablestudents.Inthisarticle,theauthorsarguethatethnographicandinterviewdatawouldsupportteachersperceptionsoflossofclassroomcontrol(andaccompanyingfear)ascontributingtowhoislabeledandremovedfordisciplinereasons(largelypoorstudentsofcolor).Exclusionarydisciplineconsequencesaretheprimarymediumusedoncestudentsaresentfromtheclassroom.Theauthorsrecommendsubstantialrevisionstodisciplinepoliciesconsistentwithmodelsofpositivebehaviorsupport.

Vincent,C.G.,etal.(2011)."TowardaConceptualIntegrationofCulturalResponsivenessandSchoolwidePositiveBehaviorSupport."JournalofPositiveBehaviorInterventions13(4):219-229. Withinthecontextofwidelydocumentedraciallydisproportionatedisciplineoutcomes,

wedescribeschoolwidepositivebehaviorsupport(SWPBS)asoneapproachthatmightprovideausefulframeworkforculturallyresponsivebehaviorsupportdelivery.Weconceptualizeculturalandlinguisticdiversityastheresultofadivergencebetweenindividualstudents’andentireschools’culturalidentitiesandidentifyculturallyresponsiveeducationalpracticesthatmightfacilitategreatercontinuitybetweenstudentsfromculturallyandlinguisticallydiversebackgroundsandschoolenvironments.Basedonpracticalrecommendationsderivedfromtheliterature,we

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proposeanexpansionofthekeyfeaturesofSWPBSimplementation(practices,data,systems,andoutcomes)tofacilitateculturallyresponsivebehaviorsupportdelivery.Wepropose(a)systemicallypromotingstaffmembers’culturalknowledgeandself-awareness,(b)commitmenttoculturallyrelevantandvalidatingstudentsupportpractices,and(c)culturallyvaliddecisionmakingtoenhanceculturallyequitablestudentoutcomes.WeproviderecommendationsforfutureresearchandpresenttheeffortsofoneschooldistricttoblendSWPBSimplementationwithtraininginculturalresponsiveness.

Theme2-IntegratingPrograms&Initiatives:Strength-basedapproachusingschoolbasedcounseling;CRMTSS;CRT;Discussingraceinschools;MTSS&counseling;CRT&anintegratedservicesmodelfordropoutprevention;IntegratedCRcounselingservice&academiccontentareasstandards;RestorativeJusticeasanalternativetosuspensions;school-basedsupportsystem(Dukes2006,KlingnerandEdwards2006,Brown2007,CartledgeandKourea2008,SchellenbergandGrothaus2011,Castillo2013,Cramer,Gonzalezetal.2014,Belser,Shillingfordetal.2016,Carter,Skibaetal.2017)Belser,C.,etal.(2016)."TheASCAModelandaMulti-TieredSystemofSupports:AFrameworktoSupportStudentsofColorWithProblemBehavior."TheProfessionalCounselor6(3):251-262. TheAmericanSchoolCounselorAssociation(ASCA)NationalModelandamulti-tiered

systemofsupports(MTSS)bothprovideframeworksforsystematicallysolvingproblemsinschools,includingstudentbehaviorconcerns.TheauthorsoutlineamodelthatintegratesoverlappingelementsoftheNationalModelandMTSSasasupportformarginalizedstudentsofcolorexhibitingproblembehaviors.Individually,theframeworksemploydata-drivendecisionmakingaswellaspreventionservicesforallstudentsandinterventionservicesforat-riskstudents.Thus,theintegratedmodelallowsschoolstoprovideobjectivealternativestoexclusionarydisciplinaryactions(e.g.,suspensionsandexpulsions)thatarebeingassignedtostudentsofcoloratadisproportionaterate.Themanuscriptoutlinesthestepswithintheintegratedmodelandprovidesimplicationsforschoolcounselorsandcounseloreducators.

Brown,M.(2007)."EducatingAllStudents:CreatingCulturallyResponsiveTeachers,Classrooms,andSchools."InterventioninSchoolandClinic43(1):57-62. Gay(2002)definedCRTasusingtheculturalcharacteristics,experiences,and

perspectivesofethnicallydiversestudentsasconduitsforteachingthemmoreeffectively.\nChamberlain(2005)andothershaveproposedthesetipsforeducatorswantingtotransformtheirschoolsintoculturallyresponsivelearningenvironments:(a)

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Implementandencouragepoliciesthatviewdiversityasanassetforschools;(b)providestaffdevelopmentonbestpracticesforteachingstudentswithandwithoutdisabilitiesfromCLDbackgrounds;(c)provideteacherswithongoingopportunitiestocollaborativelyexplorebestpracticesinculturallyresponsivepedagogy;and(d)resistpoliticalpressuresforexemptingstudentsfromtakingtests,andresistpressuretoteachtothetest.[...]Bazron,Osher,andFleischman(2005)recommendedthatschoolscanservestudentsfromCLDbackgroundsbetterifthey(a)sethighexpectationsandprovideascaffoldofsupportratherthantrackingthemintolow-levelclasses;(b)givestudentsdirectinstructioninthehiddencurriculumoftheschool(whichcoursestotake,whichteacherstoseekout,testimportance,howtostudy,etc.);(c)createenvironmentsthatallowstudentsandteacherstoconnectwithoneanother,bothinandoutoftheclassroom;and(d)helptobuildaclassroomcommunity.

Carter,P.L.,etal.(2017)."YouCan’tFixWhatYouDon’tLookAt."UrbanEducation52(2):207-235. Racial/ethnicstereotypesaredeeprootedinourhistory;amongthese,thedangerous

Blackmalestereotypeisespeciallyrelevanttoissuesofdifferentialschooldisciplinetoday.AlthoughintegrationinthewakeofBrownv.BoardofEducationwasintendedtocounteractstereotypeandbias,resegregationhasallowedlittletrueintegration.Thus,oldpatternscontinuetobereinforcedthroughtheongoingprocessesofimplicitbias,micro-aggression,andcolorblindness.Thus,toeffectivelyaddressinequity,theroleofracemustbeexplicitlyacknowledgedinaddressingracialdisparitiesindiscipline.Weclosewithasetofrecommendationsfortalkingaboutandactingonracialdisparities.

Cartledge,G.andL.Kourea(2008)."CulturallyResponsiveClassroomsforCulturallyDiverseStudentsWithandAtRiskforDisabilities."ExceptionalChildren74(3):351-371. Culturallyandlinguisticallydiverse(CLD)studentswithandatriskfordisabilities

evidencethegreatestneedforqualityinstructionalprogramsofallstudentsinourschoolsbecauseofdisproportionateacademicunderachievement,specialeducationreferrals,anddisciplinaryactions.Authoritiesonculturallyresponsiveinstructionconsistentlypointtotheculturaldissonancebetweenthehomeandschoolasacontributortopooreducationaloutcomes.Otherresearchersarguethatthesestudentsareleastlikelytobetaughtwiththemosteffectiveevidence-basedinstruction.ThisarticlediscussesculturallyresponsiveclassroomsforCLDstudentswithandatriskfordisabilitieswithinthecontextofculturallycompetentteachers,culturallyeffectiveinstructionalprinciples,andculturallyappropriatebehaviordevelopment.Itdiscussesimplicationsforeducatorsandsuggestionsforafutureagenda.

Castillo,J.(2013)."ToleranceinSchoolsforLatinoStudents:DismantlingtheSchool-to-PrisonPipeline."HarvardJournalofHispanicPolicy26:43-58. Theschool-to-prisonpipelinereferstothepracticeofpushingstudentsoutof

educationalinstitutions,primarilyviazero-toleranceandharshdisciplinarypolicies,andintothejuvenileandadultcriminaljusticesystems.Thepipelinehasemergedinpartasaresponsetothemediapanicoveryouthviolenceandtheneedtokeepdangerous

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studentsoutofschools.Tocurtailtheallegedsurgeinyouthviolence,schooldistrictshaveadoptedzero-tolerancepolicies,whichimposeharshdisciplinarypenaltiesandsanctionsandareappliedregardlessoftheseriousnessoftheinfractionormitigatingcircumstances.Researchshowsthatthesepolicieshavefailedtomakeschoolssaferandhavebeenlinkedtoanincreasedlikelihoodofacademicunderperformanceaswellasincreasedsuspensionsandexpulsionsratesandelevateddropoutrates.LatinosandAfricanAmericanstudentsaredisproportionatelyrepresentedateverystageoftheschool-to-prisonpipeline.Forexample,thesestudentsarefarmorelikelythantheirWhitepeerstofacesuspension,expulsion,orarrestsforthesameschool-basedinfraction.Thisarticleaddressesthehistoryoftheschool-to-prisonpipeline,thenegativeimpactsofzero-tolerancepoliciesonstudents,particularlyAfricanAmericanandLatinostudents,alternativestozero-tolerancepolicies,andbothpracticeandpolicyrecommendations.

Cramer,E.D.,etal.(2014)."FromClassmatestoInmates:AnIntegratedApproachtoBreaktheSchool-to-PrisonPipeline."Equity&ExcellenceinEducation47(4):461-475. Thisarticleexplorestheconnectionbetweendroppingoutofschoolandbeing

incarcerated,particularlyforyouth,includingstudentsfromculturallyandlinguisticallydiversebackgrounds,studentsfrompoverty,andstudentswithdisabilities,whohavebeenshowntobeathigherriskforboth.Thisarticleseekstoshiftfocusawayfromadeficit-basedperspectiveandinsteadcreatesanintegratedlearningmodelthatincorporatesculturallyresponsiveteachingwithanintegratedservicesmodelinordertopromoteaccess,equity,andculturallysupportedexperiencesforchildren.Ifstudentsaresupportedandsuccessfulinschool,thendropoutandincarcerationshoulddecreaseandthepipelinefromschooltoprisoncanbebroken.

Dukes,C.(2006)."FosteringCulturalCompetenceThroughSchool-BasedRoutines."MulticulturalEducation14(1):42-48. Thepurposeofmulticulturaleducationisthreefold:(a)toprepareallstudentsforthe

responsibilityofcitizenship;(b)todosobyvaluingandconsideringtheculturalbackgroundofallstudentsinthelearningprocess;and(c)toreformschoolstoensureallstudents,regardlessofbackground(e.g.,race,ethnicity,gender,socioeconomicstatus,etc.)willexperienceeducationalsuccess(Banks,2001;Banks,Cookson,Gay,Hawley,Irvine,Nieto,Schofield,&Stephan,2001).Effortstomakemulticulturaleducationapartofteacherpracticeisevidentinanumberofdifferentways:(a)preserviceteachereducationprograms(Allen&Hermann-Wilmarth,2004);(b)graduatecourseworkinuniversities(Gallavan,1998);(c)highschoolcourseshighlightingdifferentculturalgroups(Henze,1999);and(d)consideringcommonschoolpracticesfromaculturalperspective(e.g.,referraltospecialeducation)(Chamberlain,2005).

Klingner,J.K.andP.A.Edwards(2006)."CulturalConsiderationswithResponsetoInterventionModels."ReadingResearchQuarterly41(1):108-117.

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NowthattheIndividualswithDisabilitiesEducationImprovementAct(IDEA,2004)hasbeenreauthorized,stateshavetheoptionofdiscontinuingtheuseofIQ-achievementdiscrepancyformulasandusingResponsetoIntervention(RTI)criteriaaspartofthespecialeducationidentificationprocess.Thischangehasdramaticimplicationsforculturallyandlinguisticallydiversestudentswhohistoricallyhavebeendisproportionatelyoverrepresentedinspecialeducationprograms.Inthisarticle,theauthorsdiscusstheirperspectivesonculturallyresponsiveliteracyinstruction.AccordingtoMojeandHinchman,allpracticeneedstobeculturallyresponsiveinordertobebestpractice.Thisviewisespeciallyrelevantwhenconsideringthatcultureisinvolvedinalllearning.Cultureisnotastaticsetofcharacteristicslocatedwithinindividuals,butisfluidandcomplex.Thus,culturallyresponsiveteachersmakeconnectionswiththeirstudentsasindividuals,whileunderstandingthesociocultural-historicalcontextsthatinfluencetheirinteractions.Culturallyresponsiveliteracyinstructionincludestheskillsdeemednecessaryforacquiringtheabilitytoreadandfrequentopportunitiestopracticereadingwithavarietyofrichmaterialsinmeaningfulcontexts.Butitgoesbeyondthesebasiccomponents.Inconceptualizingculturallyresponsiveliteracyinstruction,theauthorsdrawuponWiley's(1996)frameworkthatincludesaccommodation,incorporation,andadaptation.Thesethreecoursesofactionarespecificwaysinwhichresearchershavesuggestedworkingwithstudentsandfamilies.Theauthorsproposeafour-tieredRTImodelthatrepresentsanewandneededdirectionforresearch.

Schellenberg,R.andT.Grothaus(2011)."UsingCulturallyCompetentResponsiveServicestoImproveStudentAchievementandBehavior."ProfessionalSchoolCounseling14(3):222-230. Thisarticleillustratesstandardsblending,theintegrationofcoreacademicandschool

counselingstandards,asaculturallyalertresponsiveservicesstrategytoassistinclosingtheachievementgapwhilealsoenhancingemployabilityskillsandculturallysalientcareercompetencies.Theresponsiveservicesinterventiondescribedinthisarticleresultedinknowledgegainsinboththeschoolcounselingandlanguageartscurriculumcompetenciesforadiversegroupof78highschoolstudents.Thearticleincludesimplicationsforschoolcounselingpractice.

Theme2-ProfessionalDevelopment:CrossculturalcommunicationPDpilot;CRInstructionObservationProtocol(CRIOP)PD;ProgramTeacher/Coaching(Eberly,Joshietal.2010,Gregory,Hafenetal.2016,Powell,Cantrelletal.2016)Eberly,J.,etal.(2010)."CrossingCultures:ConsideringEthnotheoryinTeacherThinkingandPractices."MulticulturalEducation18(1):25-32.

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Teachersmayhavedifficultiescommunicatingeffectivelywithparentsfromculturesdifferentfromtheirown,andmaynotperceivetheimportanceofculturallysensitiveteaching.[...]thelong-termgoalofthisresearchprojectwastoimplementandevaluatetheimpactofprofessionaldevelopmentprogramsdesignedtodevelopteachersskillsforeffectivecross-culturalcommunicationwithparents.

Gregory,A.,etal.(2016)."ClosingtheRacialDisciplineGapinClassroomsbyChangingTeacherPractice."SchoolPsychologyReview45(2):171-191. Blackstudentsareissuedschooldisciplinesanctionsatrateshigherthanmembersof

otherracialandethnicgroups,underscoringtheneedforprofessionaldevelopmentthataddressesthisgap.In86secondaryschoolclassrooms,arandomizedcontrolledtrialexaminedtheeffectsofa2-yearteacher-coachingprogram,MyTeachingPartnerSecondary(MTP-S).Resultsfromthesecondyearofcoachingandfromtheyearaftercoachingwasdiscontinuedreplicatedpreviousfindingsfromthefirstyearofcoaching-interventionteachershadnosignificantdisparitiesindisciplinereferralsbetweenBlackstudentsandtheirclassmates,ascomparedwithteachersinthecontrolcondition,forwhomracialdisciplinegapsremained.Thus,MTP-Seffectswerereplicatedinthesecondyearofcoachingandmaintainedwhencoachingwaswithdrawn.Mediationalanalysesidentifiedmechanismsfortheseeffects;Blackstudentshadalowprobabilityofreceivingdisciplinaryreferralswithteacherswhoincreasedskillstoengagestudentsinhigh-levelanalysisandinquiry.

Powell,R.,etal.(2016)."OperationalizingCulturallyResponsiveInstruction:PreliminaryFindingsofCRIOPResearch."TeachersCollegeRecord118(1). Background:Manyscholarshaveespousedtheuseofculturallyresponsiveinstruction

(CRI)forclosingachievementgaps,yetthereisapaucityofresearchsupportingitseffectiveness.Inthisarticle,weshareresultsofamixedmethodsstudythatexaminedtheuseoftheCulturallyResponsiveInstructionObservationProtocol(CRIOP)asaframeworkforteacherprofessionaldevelopment.TheCRIOPisacomprehensivemodelandevaluationtoolthatoperationalizesculturallyresponsiveinstructionaroundsevenelements:ClassroomRelationships,FamilyCollaboration;Assessment;Curriculum/PlannedExperiences;Instruction/Pedagogy;Discourse/InstructionalConversation;andSociopoliticalConsciousness/DiversePerspectives.FocusofStudy:Thisstudywasdesignedtoanswerthefollowingquestions:(1)DoteachersincreasetheiruseofculturallyresponsivepracticesastheyparticipateinCRIOPprofessionaldevelopment?(2)Whatistherelationshipbetweenimplementationofculturallyresponsiveinstructionandstudentachievementinreadingandmathematics?,and(3)Whatareteacher'sperceptionsoftheirsuccessesandchallengesinimplementingculturallyresponsiveinstruction?Participants:Twenty-sevenelementaryteachersparticipatedinthisstudy.Ofthe27participants,allwerefemale,26wereWhite,andallwerenativespeakersofEnglish.StudentachievementdatawerecollectedfromstudentsenrolledinclassroomsofparticipatingteachersatthetwoschoolsinthestudythatadministeredtheMeasuresofAcademicProgress(MAP)test.Ofthe456studentswhowereparticipants,397(87.3%)receivedfreeorreducedlunch,and128(28%of

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totalsample)wereclassifiedasEnglishLanguageLearners(ELLs).Intervention:Threetrainingsessionswereheldbeforeschoolbeganandduringthefallsemester.Additionally,throughouttheschoolyearteachersreceivedindividualclassroomcoaching,on-siteprofessionaldevelopment,andinstructionalplanningsupport.Participatingteachersreceivedanaverageof50.4hoursofclassroom-basedcoachingandmentoringduringtheintervention,whichincludedobservations,meetingswithindividualteachersandteacherteams,curriculumplanningsessions,andcollaborativecreationofindividualizedactionplans.TheCRIOPwasusedasaprofessionaldevelopmentframework.Theintendedoutcomeofon-sitesupportwastoincreasetheincorporationofculturallyresponsiveinstructioninteachers'dailypractices,resultinginmoreculturallyresponsiveclassroomrelationships,assessmentandinstructionalpractices,anduseofdiscourse.ResearchDesign:Thisstudyutilizedaconcurrenttriangulationmixedmethodsdesign.Datasourcesincludedclassroomobservations,studentachievementresults,andpostobservationteacherinterviews.TheCRIOPinstrumentwasusedforclassroomobservationstodeterminetheextentofimplementationofculturallyresponsivepractices.Followingeachclassroomobservation,fieldresearchersconductedanaudio-recordedsemistructuredinterviewusingtheCRIOPPost-ObservationTeacherInterviewProtocolandTheCRIOPFamilyCollaborationTeacherInterviewProtocol.Theseprotocolsweredesignedtoelicitadditionalinformationthatmightnothavebeenreadilyapparentfromdatagleanedduringtheobservation.Inaddition,participantswereinterviewedtodeterminetheirperceptionsofculturallyresponsiveinstruction.Threeinterviewquestionsandresponsesweretranscribedandcodedforanalysis:Howdoyoudefineculturallyresponsiveinstruction?WhatareyourbiggestsuccesseswithusingCulturallyResponsiveInstructionwithyourstudents?WhatareyourbiggestchallengeswithusingCulturallyResponsiveInstructionwithyourstudents?Integrationofquantitativeandqualitativedataoccurredduringdatacollectionandinterpretation.Findings:ResultsofclassroomobservationsshowedthatteachershadsignificantlyhigherlevelsofCRIimplementationinthespringcomparedtofall.DataonstudentachievementindicatedthatstudentsofhighimplementersoftheCRIOPhadsignificantlyhigherachievementscoresinreadingandmathematicsthanstudentsoflowimplementers.TheresultsofthisstudyalsosuggestthatteachersfaceseveralchallengesinimplementingCRI,includingconstraintsimposedbyadministrators,high-stakesaccountability,languagebarriersincommunicatingwithfamilies,andthesheercomplexityofculturallyresponsiveinstruction.Conclusions/Recommendations:Althoughnumerousscholarshaveespousedthevalueofculturallyresponsiveinstruction(CRI),thereislimitedresearchonitseffectiveness.TheresultsofthisinvestigationsuggestthattheCRIOPshowspromisebothasaframeworkforteacherprofessionaldevelopmentandasanobservationinstrumentininvestigationsofculturallyresponsiveinstruction.FindingsalsoindicatethatoneofthebiggestchallengesinimplementingCRIisitsmultidimensionalityinthatitincludesseveralcomponents(e.g.,studentrelationships,familycollaboration,assessmentpractices,instructionalpractices,discoursepractices,andsociopoliticalconsciousness),whichtogethercomprisetheCRIOPmodel.Futureresearchincludinganexperimentaldesignisneededtodeterminetheeffectivenessof

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theCRIOPasameasureofculturallyresponsiveinstructionandasaframeworkforintervention.

Theme2-PreserviceTeachers:CulturalCriticalConsciousness;IntegratingDirectInstruction&MulticulturalEducation;ServiceLearningtobuildCRP;Recruiting&retainingteachersofcolor(GayandKirkland2003,Endo2015,O'byrneandSmith2015,Villagómez,Easton-Brooksetal.2016)Endo,R.(2015)."LinkingPracticewithTheorytoModelCulturalResponsiveness:LessonsLearnedfromaCollaborativeService-LearningProjectinanUrbanElementaryClassroom."MulticulturalEducation23(1):23-31. Thiscasestudyreportsontheoutcomesofacollaborativeservice-learningprojectthat

connectedateachereducatorofcolorandher19raciallydiverseuniversitystudentswith26urbanelementarystudentsandtheirteacher.Thepurposeistoexplicatehowtheservice-learningexperienceimpactedtheuniversitystudents'awarenessof,commitmentto,andunderstandingofculturallyresponsivepracticeasachallengingaspirationwithreal-lifeimplicationsforservingdiversechildrenandyouth.Thefindingsillustratehowthiscollaborativeservice-learningproject,whilemutuallyrewardinginmanyrespects,camewithseveralchallenges.Whiletheelementaryschoolwasselectedbecauseitsmissionexplicitlypromotedculturallyrelevantlearningexperiencesasessentialtoeachchild'ssuccess,it,inpractice,ultimatelypredicatedacademicreadinessbasedonstudents'adherencetothedominantculture'slanguageandliteracypractices.Thefinalsectionwillofferimplicationsthatfurtherexplicatetheintersectionsbetweenservice-learningandteacher-preparationprograms,particularlyfocusingonpossiblecurricular,pedagogical,andprogrammaticsolutions.

Gay,G.andK.Kirkland(2003)."DevelopingCulturalCriticalConsciousnessandSelf-ReflectioninPreserviceTeacherEducation."TheoryIntoPractice42(3):181-187. Inthisarticle,theauthorsarguethatdevelopingpersonalandprofessionalcritical

consciousnessaboutracial,cultural,andethnicdiversityshouldbeamajorcomponentofpreserviceteachereducation.Theydiscusssomemaneuversteachereducationstudentsusetoavoidengagingwithracialissuesineducation,andsuggestsomestrategiesforcounteractingthem.Theresistancestrategiesincludesilence,diversion,guilt,andbenevolentliberalism.Techniquestooffsettheseanddevelopcriticalculturalconsciousnessandself-reflectionincludecreatinglearningexpectationsofcriticalness,modeling,providingopportunitiestopracticecriticalconsciousness,andtranslatingconceptualmulticulturaleducationintoK-12instructionalpossibilities.Woventhroughoutthespecificsuggestionsisthegeneraldirectivethatcriticalconsciousness

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learningexperiencesshouldtakeplacewithinthecontextofguidedpractice,authenticexamples,andrealisticsituations.

O'byrne,W.I.andS.A.Smith(2015)."MulticulturalEducationandMultiliteracies:ExplorationandExposureofLiteracyPracticesWithPreserviceTeachers."Reading&WritingQuarterly31(2):168-184. multiculturaleducationThisquasi-experimental,mixedmodelstudyexploredtheuseof

aninstructionalapproachthatprovideddirectinstructionandexperiencesinmulticulturaleducationwhileempoweringpreserviceteacherstoexaminetheirperspectivesusingahybridclassroomformat.Thepurposeofthestudywastoexplorepreserviceteachers’attitudesanddispositionstowardtheintegrationofmulticulturaleducationandmultiliteraciestopromoteliteracyamongstrugglingreaders.Forthepurposesofthisstudy,wedefinedmulticulturaleducationasafieldofstudyandanemergingdisciplinewhosemajoraimistocreateeducationalopportunitiesforallstudents,includingstudentswhoaretraditionallydisenfranchised,tomeaningfullyandsuccessfullyengageintheeducationprocess.Thestudyusedaconveniencesampleofpreserviceteachersenrolledinagraduate-leveleducationalprogramatasmallprivateuniversityintheNortheast.Resultsindicateopportunitiesfortheuseofaninstructionalapproachthatprovidesdirectinstructionandexperiencesinmulticulturaleducationwhileempoweringpreserviceteacherstoexaminetheirperspectivesinahybridclassroomenvironment.

Villagómez,A.A.,etal.(2016)."OregonTeacherPathway:RespondingtoNationalTrends."Equity&ExcellenceinEducation49(1):100-114. ABSTRACTNationalpopulationtrendsdemonstrateashiftintheU.S.ethnicpopulation,

similartochangesintheethniclandscapeofU.S.publicschools.However,theteachinglandscapehasnotadjustedtoalignwithstudentdemographics.Researchhighlightstheacademicandsocial/emotionalbenefitforstudentsofcolorwhoexperiencehavingateacherofcolorduringtheireducation.Therefore,itisvaluabletoconsiderframeworksforincreasingthenumberofteachersofcolorintheeducationallandscape.Althoughthereareinitiativesforsupportingtheseeffortsinurbancommunities,ruralcommunitiesoftenarenotseenashavingmuchneedinthisarea.Theauthorsofthisarticlepresentliteratureandfindingsontheimpactandneedsfordiversifyingteachereducation,andthenoutlineaself-studyoftheOregonTeacherPathway(OTP)asaframeworkthattakesintoconsiderationpromisingpracticesforrecruitingandsupportingpreserviceteachersofcolorinruraleasternOregonandotherruralandurbancommunities.

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Theme3:SchoolClimate-StudentsPerceptionsofSchoolSupport:Caring&SupportiveRelationships;CulturalDiscontinuity,TheImpactofPsychologicalDistressonAcademicOutcomes;SupportiveSchoolClimateandOrganizationalHealth(Bottiani,Bradshawetal.2014,Bottiani,Bradshawetal.2016,Chapman-HilliardandAdams-Bass2016)Bottiani,J.,etal.(2016)."InequalityinBlackandWhiteHighSchoolStudents'PerceptionsofSchoolSupport:AnExaminationofRaceinContext."JournalofYouthandAdolescence45(6):1176-1191. IssueTitle:SpecialIssue:AcademicSuccess:Peer,Parent,Teacher,Ethnic,Community,

andGeneticInfluencesSupportiverelationshipswithadultsatschoolarecriticaltostudentengagementinadolescence.Additionalresearchisneededtounderstandhowstudents'racialbackgroundsinteractwiththeschoolcontexttoshapetheirperceptionsofschoolsupport.Thisstudyemployedmultilevel,latentvariablemethodswithasampleofBlackandWhitestudents(N=19,726,35.8%Black,49.9%male,meanage=15.9)in58highschoolstoexplorevariationinperceivedcaring,equity,andhighexpectationsbystudentrace,schooldiversity,andsocioeconomiccontext.TheresultsindicatedthatBlackstudentsperceivedlesscaringandequityrelativetoWhitestudentsoverall,andthatequityandhighexpectationswerelowerindiverseschoolsforbothBlackandWhitestudents.Nonetheless,racialdisparitieswereattenuatedinmorediverseschools.ThefindingspointtotheneedforinterventiontoimproveperceptionsofschoolsupportforBlackyouthandforallstudentsinlowerincomeandmorediverseschools.

Bottiani,J.H.,etal.(2014)."Promotinganequitableandsupportiveschoolclimateinhighschools:Theroleofschoolorganizationalhealthandstaffburnout."JournalofSchoolPsychology52(6):567-582. Inresponsetopersistentracialdisparitiesinacademicandbehavioraloutcomes

betweenBlackandWhitestudents,equitableschoolclimatehasdrawnattentionasapotentialtargetforschoolreform.ThisstudyexamineddifferencesinBlackandWhitestudents'experiencesofschoolclimateandexploredwhetherindicatorsofschoolorganizationalhealthandstaffburnoutmoderateddifferencesinstudents'schoolexperiencesbyrace.Utilizinghierarchicallinearmodelingwithasampleof18,397Blackstudents(n=6228)andWhitestudents(n=12,169)and2391schoolstaffin53schools,wefoundaconsistentpatternofracialinequalities,suchthatBlackstudentsreportedlesspositiveexperiencesthanWhitestudentsacrossthreeindicatorsofschoolclimate(caringγ=−0.08,p<.001;equityγ=−0.05,p=.007;andengagementγ=−0.05,p<.001).Inaddition,wefoundsignificant,positiveassociationsbetweenaggregatedstaff-reportofschoolorganizationalhealthandstudent-reportedschoolclimate(e.g.,staffaffiliation

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andstudent-perceivedequity,γ=0.07,p<.001).Surprisingly,anumberofschoolorganizationalhealthindicatorsweremorestronglyassociatedwithpositiveperceptionsofschoolclimateamongWhitestudentsthanBlackstudents,translatingintogreaterracialdisparitiesinperceivedschoolclimateatschoolswithgreaterorganizationalhealth(e.g.,supportiveleadershipbyraceonstudent-perceivedengagement,γ=−0.03,p=.042).Wealsofoundnegativeassociationsbetweenstaff-reportedburnoutandstudents'experienceofequity,suchthattheracialgapwassmallerinschoolswithhighratingsofburnout(γ=0.04,p=.002).Thesefindingshaveimplicationsforeducatorsandeducationresearchersinterestedinpromotingschoolsocialcontextsthatequitablysupportstudentengagementandsuccess.

Chapman-Hilliard,C.andV.Adams-Bass(2016)."AConceptualFrameworkforUtilizingBlackHistoryKnowledgeasaPathtoPsychologicalLiberationforBlackYouth."JournalofBlackPsychology42(6):479-507. SeveralscholarssuggestthatBlackhistoryknowledge(BHK)isasignificantpsychological

strengththatfacilitatesmentalhealthforBlackpeople,andBlackyouthinparticular,astheyfaceracialinjusticeandadversity.YetnoframeworkhasbeenpresentedinthepsychologicalliteraturetoadvancescholarshipregardingthesignificanceofBHK.Whileotherconstructs(e.g.,racialidentityandracialsocialization)importantlyhighlightthesignificanceofhistory,theyarelimitedinaccountingforthemultifacetednatureofBHK.ThepurposeofthisarticleistopresentaconceptualframeworkthatdemonstratestheutilityofBHKinfacilitatingmentalhealthandpsychologicalliberationamongBlackyouth.Towardthisgoal,thisarticlehighlightstheoryandresearchrelatedtodefinitionsofBHK,liberationtasksassociatedwithBHK,andinteractionalprocessessignificanttocopingandmentalhealthamongBlackyouth,particularlyastheynavigateracialencounters.

Theme#4-ConstructingandNavigatingRacialIdentitiesinBlackandCDStudents(Carter2003,RodriguezandPark2004,Carter2008,JohnsonandWhitcomb2016,Oeur2016)Carter,D.J.(2008)."AchievementasResistance:TheDevelopmentofaCriticalRaceAchievementIdeologyamongBlackAchievers."HarvardEducationalReview78(3):466-497. Inthisarticle,DorindaCarterexaminestheembodimentofacriticalraceachievement

ideologyinhigh-achievingblackstudents.Sheconductedayearlongqualitativeinvestigationoftheadaptivebehaviorsthatninehigh-achievingblackstudentsdevelopedandemployedtonavigatetheprocessofschoolingatanupper-class,predominantlywhite,suburbanpublichighschoolwhilemaintainingschoolsuccessandapositiveracialself-definition.Basedonananalysisofinterviewdata,participantobservations,andfieldnotes,Carterarguesthatthesestudents'conceptionsofraceand

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howraceoperatesintheirdailylivesinformstheirconstructionsofachievementbeliefs,attitudes,andself-definitionsandinformstheirracializationandderacializationofthetaskofachievingatvarioustimesintheschoolcontext.Findingsfromthisstudyindicatethatstudentswithstrongracialandachievementidentitiesmaydevelopacriticalraceachievementideologyandenactresilient,adaptivebehaviorsinraciallychallengingcontexts.(Contains1figureand8notes.)

Carter,P.L.(2003)."BlackCulturalCapital,StatusPositioning,andSchoolingConflictsforLow-IncomeAfricanAmericanYouth."SocialProblems50(1):136-155. Previousliteraturehasfailedtoempiricallydemonstratetheconceptualdistinctionthat

socialscientistsmakebetweendominantandnon-dominantculturalcapital.Thisarticleprovidesevidenceofthecoexistenceofthesetwoformsofcapitalwithinthesocialandacademiclivesofpoorethnicminoritystudents.Usingindepthinterviewswith44low-incomeAfricanAmericanyouth,Iillustratehowthesestudentsnegotiatetheirperceptionsofthedifferentialvaluesplacedbyeducatorsonthesetwoformsofcapital.Often,scholarsresearchtheeffectsof(dominant)culturalcapitalinsocialreproductionacrossvarioussocialclasses,butnottheinfluenceof(non-dominant)culturalcapitalonstatusrelationswithinsociallymarginalizedcommunities.Bytakingintoaccounttheinterplaybetweenthesetwoformsofcapitalinthelivesoflow-incomeminoritystudents,researchersmightdevelopamorecompleteandnuancedunderstandingofhowcultureultimatelyaffectstheprospectsofmobilityforlowerstatussocialgroups.

Johnson,C.andS.Whitcomb(2016)."ThePromotionofPositiveRacialIdentitytoCombatDepressioninAfricanAmericanYouth."NationalAssociationofSchoolPsychologists.Communique45(2):10-12. School-basedpractitioners(e.g.,schoolpsychologists,schoolcounselors)arebecoming

moreknowledgeableaboutmentalhealthdisorders,makingschoolswellsuitedenvironmentsforthedeliveryofearlyinterventionandprevention-orientedefforts.Formalpracticesforracialsocializationmayincludeopportunitiesforindividualstolearnabouttheirracialhistory,celebratingAfricanAmericancultureandholidays(e.g.,Kwanzaa,BlackHistoryMonth),curricularunitsdevotedtodocumentingthehistoricalstrugglesofAfricanAmericanswithintheUnitedStates,andsafespacestodiscusspastandpresentdiscrimination-allofwhichcanallpositivelynurtureidentitydevelopment(Brown&Tylka,2011;Aldana&Byrd,2015).

Oeur,F.(2016)."RecognizingDignity."Socius2. Anenduringfindingisthatmarginalizedyoungmenofcoloraggressivelyseek“respect,”

ormasculinestatus.Drawingonethnographicfieldworkatanall-boyspublichighschool,theauthorfoundthatrespect—adesireto“beknown”—offersanincompleteexplanationforhowyoungblackmenclaimrecognitioninaneraofsurveillance.Thesefindingsrevealanalternativeandmorecomplexportraitofcriminalizedyoungblackmeninsearchofmultipledignities.Withthehelpofadults,theyoungmeninthisstudymadeclaimstotherighttogrowasindividuals.Theyalsocontinuedtoyearnforaformofrespectthatrejectedasexuallyvictimizedidentity,inamannerrarelycapturedin

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previousresearch.Theiryearningsalsohighlightclaimstoathirdformofdignity:to“beunknown,”ortheprivilegeofanonymity.

Rodriguez,J.andC.Park(2004)."PromotingAcademicAchievementandIdentityDevelopmentAmongDiverseHighSchoolStudents."TheHighSchoolJournal87(3):44-53. Thispaperdescribeshowauniversityoutreachprogrampromotesacademic

achievementandidentitydevelopmentamongculturallydiversetenth-gradestudents.Theprimarygoaloftheoutreachprogramistoadvancestudentengagementandcompetencyinmathematicsandsciencelearning.Asecondarygoaloftheprogramistopromotethedevelopmentofstudents'academicandculturalidentities.Thispaperdescribeshowauniversityoutreachprogrammeetsbothgoalsofadvancingparticipants'engagementandcompetenceinmathematicsandsciencewhilepromotingthedevelopmentoftheiracademicidentityandculturalawarenessthroughtheimplementationofculturallyresponsiveteachingpractices.Qualitativedatacollectedthroughstudentinterviewswillbeexaminedtoilluminatetheprogram'seffectivenessinpromotingidentitydevelopmentandachievementinmathandscience.Inaddition,outcomedatafromtheprogram'sfirstfouryears(19982001)arepresentedtodemonstrateitseffectivenessatenhancingparticipants'academiccompetencies.