Culturally Responsive Teaching Employing the Culturally Responsive Instruction Observation Protocol (CRIOP), Powell, Cantrell, Malo-Juvera, and Correll (2016) explore, among other topics, the relationship between implementation of culturally responsive instruction and student achievement in mathematics. Sheppard (2011) investigates prospective teachers employment of culturally responsive teaching during one-on-one tutoring sessions with low perfroming African American students.
Comparison and Implications Powell, et al. (2016) and Sheppard (2011) demonstrate positive outcomes from employing culturally responsive teaching methodologies among African American student populations. The culturally responsive practices outlined in these studies …show more content…
The year-long study included a significant sample size. The study employed mixed methods design. CRIOP serves as the framework for the research design (Powell, Cantrell, Malo-Juvera, & Correll, 2016). In support of the collection of quantitative data, the study employed Measures of Academic Progress (MAP), a standardized assessment tool for both the pre and post assessment. The MAP provides both reliability and validity for the quantitative data. Qualitative data includes rich descriptions of observations, which occurred for at least two and one half hours in each classroom. Observer training and inter-rater agreement remain established by the authors. In addition to observations, researchers employed teacher interviews to establish the extent to which the CRIOP was employed. Limitations of this study identified by the authors include the absence of a control group and the limited sample size (Powell, Cantrell, Malo-Juvera, & Correll, 2016). Additionally, the absence of performance analysis based upon race, ethnicity, and native language results in additional questions regarding the efficacy of CRIOP in the study. Comparatively, Sheppard’s study participant group remains considerably smaller. The research design remains qualitative in nature. Rich descriptions of the prospective teacher’s experiences remain strengths of the study. However, McMillan (2015) notes qualitative research design requires an extensive period for data collection, analysis, synthesis and interpretation. Sheppard (2011) notes that participants engaged in a minimum of 15 hours of tutoring which indicates a brief period of engagement. A dearth of pre and post assessment data leads to questions regarding the authenticity of the effects of the interventions. Furthermore, the researcher’s relationship with the teacher participants may have biased the
Comparison and Implications Powell, et al. (2016) and Sheppard (2011) demonstrate positive outcomes from employing culturally responsive teaching methodologies among African American student populations. The culturally responsive practices outlined in these studies …show more content…
The year-long study included a significant sample size. The study employed mixed methods design. CRIOP serves as the framework for the research design (Powell, Cantrell, Malo-Juvera, & Correll, 2016). In support of the collection of quantitative data, the study employed Measures of Academic Progress (MAP), a standardized assessment tool for both the pre and post assessment. The MAP provides both reliability and validity for the quantitative data. Qualitative data includes rich descriptions of observations, which occurred for at least two and one half hours in each classroom. Observer training and inter-rater agreement remain established by the authors. In addition to observations, researchers employed teacher interviews to establish the extent to which the CRIOP was employed. Limitations of this study identified by the authors include the absence of a control group and the limited sample size (Powell, Cantrell, Malo-Juvera, & Correll, 2016). Additionally, the absence of performance analysis based upon race, ethnicity, and native language results in additional questions regarding the efficacy of CRIOP in the study. Comparatively, Sheppard’s study participant group remains considerably smaller. The research design remains qualitative in nature. Rich descriptions of the prospective teacher’s experiences remain strengths of the study. However, McMillan (2015) notes qualitative research design requires an extensive period for data collection, analysis, synthesis and interpretation. Sheppard (2011) notes that participants engaged in a minimum of 15 hours of tutoring which indicates a brief period of engagement. A dearth of pre and post assessment data leads to questions regarding the authenticity of the effects of the interventions. Furthermore, the researcher’s relationship with the teacher participants may have biased the