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• W140192016 abstract "INTRODUCTION Criticism of public schools and more specifically, the quality of its teachers is not a new phenomenon in the United States. Despite continual reform over the past 2 centuries, the perception that teachers and teacher education is ineffectual and in need of change has continued to pervade American society (Warren, 1985). While this negative perception is nearly as old as the establishment of the common school, what is somewhat novel is the intensified search for identification of characteristics found in quality teaching. More specifically, there is an intensified interest by educational researchers, policymakers, and school districts in identifying aspects of quality teachers in public schools (Goe & Stickler, 2008; Hirsch, Koppich, & Knapp, 2001), as research has found a significant relationship between quality teachers and student learning (Byrne, 1983; Darling Hammond, 1999). This focus on improving teacher quality has manifested as the third wave of educational reform (Hirsch, Koppich, & Knapp, 1998, p. 2), as effective teaching has been continually linked to student achievement and successful, rich classrooms (Kaplan & Owings, 2001; Lasley, Siedentop, & Yinger, 2006). In seeking to better understand teacher quality, a number of events have taken place over the past several years including the development of state performance-based standards for teachers, teaching standards created by governing bodies such as the National Council for Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment and Support Consortium (INTASC), along with a spate of research from scholars across the United States. A layer of complexity added to this search for not only identifying qualities of effective teachers but also in improving schools has been the increased diversification of students in American schools (National Center for Education Statistics, 2006). Along with a more diverse American student body, the need to be responsive to the needs of individual cultures, ethnicities, languages, etc. has become paramount. This reality has led to the evolution of responsive pedagogy (CRP), also known as culturally appropriate (Au & Jordan, 1981), culturally congruent (Mohatt & Erickson, 1981), culturally compatible (Jordan, 1985), or culturally relevant (Ladson-Billings, 1994), which is a form of education that is responsive to individual students' cultures (Ladson-Billings, 1995a). Scholars have produced a spate of theoretical knowledge around what comprises CRP along with a spattering of empirical evidence of its effectiveness in student achievement, but have been somewhat limited in identifying shared intentions and beliefs of responsive teachers, leaving educators somewhat befuddled by how to become responsive in their practice (Cochran-Smith, 2004; Gay, 1995; Young, 2010). More specifically, the information on the intentions and beliefs of responsive teachers is fragmented, leaving one the task of exploring a large body of literature to fully understand the elements of CRP. This paper offers such a synthesis in hopes of providing clarity to all interested parties. By seeking a shared understanding of CRP and providing more lucidity around the intentions and beliefs of responsive educators, teachers may provide richer educational experiences for all students, particularly those traditionally underserved. In an attempt to meet this end, this article aims to first draw upon the literature to offer some clarity around CRP. Next this article seeks to justify the importance of studying teacher intentions and beliefs. While much work has been done around the intentions and beliefs of teachers, there is a tremendous gap in work justifying why understanding teacher beliefs and intentions is important. Finally, this article offers a conceptual framework of the intentions and beliefs of responsive teachers identified in the literature with hopes of it laying the foundation for future research. …" @default.
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• W140192016 date "2012-01-01" @default.
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• W140192016 title "Intentions and Beliefs: Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers" @default.
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