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Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
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Phone: (843) 883-3914
Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Phone: (843) 552-6466
John L. Dart Library
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Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
An Examination of the Association between Observed and Self-Reported Culturally Responsive Teaching Practices
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- Author(s): Katrina J. Debnam; Elise T. Pas; Jessika Bottiani; Anne H. Cash; Catherine P. Bradshaw
- Language:
English- Source:
Grantee Submission. 2015.- Publication Date:
2015- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 37
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R324A07118
R305A090307
R324A110107 - Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Early Childhood Education
Kindergarten
Primary Education - Subject Terms: Culturally Relevant Education; Educational Practices; Teacher Attitudes; Middle School Teachers; Elementary School Teachers; Kindergarten; Self Evaluation (Individuals); Student Diversity; Intervention; Teacher Evaluation; Classroom Observation Techniques; Teaching Methods; Correlation; Self Efficacy; Cultural Awareness; Teacher Student Relationship; Classroom Techniques; Models; Social Desirability
- Subject Terms:
- Accession Number: 10.1002/pits.21845
- 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. [This paper was published in "Psychology in the Schools" v52 n6 p533-548 2015.]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2024
- Accession Number: ED650560
- Peer Reviewed:
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