Cultural Responsivity and Common Conceptualizations of “Good” Teaching in Culturally and Linguistically Diverse Elementary Classrooms in the U.S. and the Netherlands

Authors

Alyson L. Lavigne, Utah State UniversityFollow
Lotte Henrichs, Utrecht University
Jorge Americo Acosta Feliz, Utah State University
Shiquan Shao, Utah State University

Document Type

Article

Journal/Book Title/Conference

Teaching and Teacher Education

Volume

118

Publisher

Elsevier Ltd

Publication Date

7-19-2022

First Page

1

Last Page

19

Abstract

Schools are becoming increasingly diverse. While observing teaching is critical for improving and evaluating teacher practice, few studies have explored how culturally responsive instruction (CRI) might expand dominant understandings of good teaching. Using classroom observations of teachers (U.S.: n = 10, Netherlands: n = 8), we compare an observational measure of CRI with a more common measure of good teaching. Findings indicate that instruments measuring good teaching and CRI provide unique information about teaching practices. High-CRI teachers are particularly strong in providing emotional support, however, good teachers are not always culturally responsive teachers and vice versa. Implications are discussed.

Recommended Citation

Lavigne, A. L., Henrichs, L., Acosta Feliz, J. A.*, & Shao, S.* (2021). Cultural responsivity and common conceptions of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands. Teaching and Teacher Education, 118. https://doi.org/10.1016/j.tate.2022.103812 Advance online publication 2021; published in print 2022.