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ERIC Number: EJ1151926
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-4412
EISSN: N/A
Addressing Cultural Responsiveness in Consultation: An Empirical Demonstration
McKenney, Elizabeth L. W.; Mann, Kacee A.; Brown, Danice L.; Jewell, Jeremy D.
Journal of Educational & Psychological Consultation, v27 n3 p289-316 2017
This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management focused phase. After decreases in disruptions stabilized, the consultant introduced a culturally responsive phase of consultation. Data are analyzed via a multiple-baseline-across-participants design depicting rates of classroom disruptions, labeled praise, and opportunities to respond (OTR). The greatest decrease in the number of classroom disruptions occurred during the traditional, classroom-management consultation phase. However, unexpected improvements were noted in teachers' use of effective management procedures during the cultural responsiveness phase. Thus, teachers' management practices benefited from applying culturally responsive instruction and interventions, beyond what was observed when consultation focused on management alone. Implications for research and consultation practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: N/A