The Impact of Professional Development on Inservice Teachers’ Culturally Responsive Practices and Students’ Reading Achievement

ABSTRACT

This study examined the impact of a professional development in culturally responsive practices on in-service teacher practices and student achievement in reading. Using a concurrent explanatory mixed method design that incorporated quasi-experimental analysis of implementation and achievement data alongside inductive analysis of interview data, researchers investigated effects of the professional development on 21 K-8 teachers and their students. Results indicated that participating teachers grew significantly in their implementation of culturally responsive practices as compared to a control group. Students whose teachers participated in the professional development made significantly higher gains in reading achievement than students in control classes. Teachers linked changes in family collaboration, instruction, discourse, and critical consciousness to higher student achievement.

KEYWORDS:

• Professional development
• culturally responsive pedagogy
• reading achievement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by the U. S. Department of Education, Office of English Language Acquisition PR/AWARD NO. T365Z170121