Nominated exemplar teacher perceptions of culturally responsive practices in the classroom

The current study provided voice to nominated exemplar classroom teachers in identifying malleable, discrete aspects of the classroom environment, teacher behavior and practices that define culturally responsive instruction. Interview data from 13 teachers was analyzed using a consensual qualitative research approach. Results provided insight into the common teaching practices (e.g., classroom man-agement), qualities (e.g., empathetic), actions and behaviors (e.g., tailoring the curriculum) of culturally responsive teachers. Study findings suggest that there may not be one universal way to implement culturally responsive practices in the classroom. Implications for the future of culturally responsive teaching research and practice are discussed.(c) 2023 Elsevier Ltd. All rights reserved.

Automated summary

The study interviewed nominated exemplary classroom teachers to identify malleable, discrete aspects of culturally responsive instruction. Analysis of the interview data from 13 teachers revealed insights into common teaching practices, qualities, and behaviors of culturally responsive teachers. Findings suggest that there is no universal way to implement culturally responsive practices in the classroom, and implications for future research and practice are discussed.