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Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches

As states and districts expand their goals for equitable mathematics instruction to focus on cultural responsiveness and rigor, it is critical to understand how teachers integrate multiple teaching approaches. Drawing on survey data from a larger study of professional learning, we use mixture modeling to identify seven unique ways that middle school mathematics teachers integrate ambitious, traditional, and culturally responsive (CR) mathematics instruction. The resulting typology is driven almost exclusively by variation in CR teaching. About half of teachers reported rarely engaging in CR teaching. Teachers who emphasized CR teaching tended to be teachers of color and have high CR teaching self-efficacy. Findings suggest that tailoring teacher development to how teachers blend multiple approaches may best support equitable mathematics instruction.

Keywords
mathematics education; culturally responsive teaching; equitable instruction
Education level
Document Object Identifier (DOI)
10.26300/tnqf-qb36

EdWorkingPaper suggested citation:

Comstock, Meghan, Kenneth A. Shores, Camila Polanco, Erica Litke, Kirsten Lee Hill, and Laura M. Desimone. (). Typologizing Teacher Practice: How Teachers Integrate Culturally Responsive, Ambitious, and Traditional Teaching Approaches. (EdWorkingPaper: 22-506). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/tnqf-qb36

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