Culturally Responsive Teaching and High-Performing Schools that Serve Diverse Populations

Authored by: Joseph F. Johnson Jr. , Christina Willis

Handbook of Research on Educational Leadership for Equity and Diversity

Print publication date:  April  2013
Online publication date:  August  2013

Print ISBN: 9780415657457
eBook ISBN: 9780203076934
Adobe ISBN: 9781135128432

10.4324/9780203076934.ch18

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Abstract

The United States has not yet developed an educational system that ensures all demographic groups of students achieve equitable and excellent learning results. Scholars have noted, however, that many classrooms and schools and some school districts have made impressive strides in this direction. While some studies have explored the instructional leadership practices found in schools that achieve equitable and excellent learning results for diverse populations of students (e.g., Barth et al., 1999; Cotton, 2003; Edmonds, 1979; Johnson & Asera, 1999; Scheurich, 1998; Symonds, 2004), other studies have focused on the role of culturally responsive teaching in classrooms that serve African American, Latina/o, Asian American, and Native American children well (e.g., Ferguson, 2002; Gay, 2010; Ladson-Billings, 2002, 2009; Saifer & Barton, 2007). Unfortunately, these bodies of literature have not been adequately integrated in studies that examine how, or if, culturally responsive teaching contributes to the accomplishments of schools that achieve equitable and excellent learning results for all of the racial/ethnic groups they serve.

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