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ERIC Number: ED490645
Record Type: Non-Journal
Publication Date: 2004-Sep
Pages: 50
Abstractor: Author
Evaluation of the Implementation of Culturally Relevant and Responsive Education. Publication No. 218
Maddahian, Ebrahim
Online Submission
The main purpose of this study was to gather evidence regarding the existence of a Culturally Relevant and Responsive Educational program (CRRE) in schools and especially classrooms. The CRRE conceptual framework presents a comprehensive model dealing with all aspect of instruction and education (Maddahian, and Bird, 2004). To examine the prevalence of an instructional program based on a CRRE framework a random sample of 40 schools was selected for observation and data collection. The sample included 16 elementary schools 12 middle schools and 3 high schools. A team of fifteen trained data collectors observed teachers and classrooms, documenting evidence of culturally relevant and responsive instruction through detailed field notes and direct classroom observation. In relation to the inclusion of student's prior knowledge and experience, and use alternative learning styles and modalities, we found evidence related to this domain in that less than half of the classroom observations. Overall, there was little evidence of mutual respect, acceptance of cultural diversity, and expression of high expectations for all students. With regard to the provision and utilization of culturally relevant materials and artifacts representing all children in the classroom, materials and decor reflecting student diversity were documented in less than one-fourth of the observations in elementary and rarely in secondary classrooms. The extent to which classroom instruction exhibited the use of clear standards, teaching multicultural content, and paying attention to diversity and poverty issues was very low. There was almost no evidence of multicultural content especially in secondary mathematics classes. Close to half the observations observers demonstrated evidence of cooperative learning, active learning, instructional conversations, and scaffolding. The quality of these efforts and degree to which they were successful could not be assessed in this. In about ten percent of the elementary school observations there was evidence of using alternative assessment methods, compared to the half of elementary observation using traditional testing strategies. We observed use of alternative and authentic assessment approaches in less than one-fifth of secondary classroom observations. Finally, there was no parental presence in the classroom other than when teachers called them regarding discipline issues or to discuss the lack or low level of their children' progress. Community presence was rare, with few instances of community presentations and involvement. (Contains 7 tables.)
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A