Toward a Conception of Culturally Responsive Classroom Management

By Carol S. Weinstein, Saundra Tomlinson-Clarke, Marie Curran. 2004

610 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/44a1b1f0f78271f6e7f548371eeefe01563f791c

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In Education

Citations in the corpus

Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change (2005, background): “Yet, empirical comparisons of cultural interaction styles indicate that teachers regularly interpret African American behaviors as inappropriate when the actions are not intended to be so (Hanna 1988; Weinstein, Curran, and Tomlinson-Clarke 2004; Weinstein, Tomlinson-Clarke, and Curran 2003).”
Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, background): “The concept of culturally responsive classroom management proposed by Weinstein et al. (2004) may also inform the design of professional development that is focused on addressing the overidentification of students of color for exclusionary discipline.”
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “…their competency in dealing with classroom disruptive behaviors such as adopting culturally responsive classroom management (Irving and Fraser 1998; Weinstein, Thomlinson-Clarke, and Curran 2004) and also encourage teachers to reflect upon their goals and their judgments about disruptive classroom…”
Classroom Management in Diverse Classrooms (2010, background): “Weinstein et al. (2004) outlined several principles of culturally responsive classroom management: recognition of teachers’ own ethnocentrism; knowledge of students’ cultures; understanding of the broader social, economic, and political systems in education; appropriate management strategies; and…”
African American Male Discipline Patterns and School District Responses Resulting Impact on Academic Achievement: Implications for Urban Educators and Policy Makers (2010, neutral): “Take for instance, Weinstein et al. (2004) found that several novice White teachers reported that they often perceived lively debates occurring between African American males as suggestive of aggressive behaviors, when in fact these African American males perceived their engagements to be merely…”
Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support (2011, background): “Knowledge of these cultural dimensions has been recommended as a key requisite for delivering culturally responsive behavior and academic support (Cartledge & Milburn, 1996; Gay, 2002; MacPherson, 2010; McAllister & Irvine, 2000; Weinstein et al., 2004).”
A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education (2020, background): “Hence, many of those children tend to score below their less-disadvantaged peers and to have higher rates of conflicts (Weinstein et al. 2004).”
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “Changes could include pressuring the instructional staff to adopt restorative justice approaches to school discipline (Weinstein et al., 2004; Welsh & Little, 2018), implementing culturally sensitive curriculum (Ladson-Billings, 2004), or participating in implicit bias training (Warikoo, Sinclair,…”
You Can’t Fix What You Don’t Look At (2017, neutral): “…- all strategies, including efforts to improve the cultural responsiveness of instruction 91 and classroom management.”
Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities (2008, neutral): “and traditions (Weinstein et al., 2004).”
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, background): “Expectations of appropriate behavior are culturally influenced, so conflicts between teachers and students are likely to occur when they have different cultural backgrounds (Weinstein et al. 2004).”