Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study

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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In one experimental study, Siwatu (2011b) found that preservice teachers had lower culturally responsive teaching self-efficacy after reading descriptions of typical urban schools than they did after learning about suburban schools.”
Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, background): “Focusing on the effect different settings might have on TSE beliefs, Siwatu (2011a), for example, crafted descriptions of urban and suburban schools.”
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, methodology): “In fact, much of the research to date has relied on self-reported measures of culturally responsive teaching (Chu, 2013; Chu & Garcia, 2014; Siwatu, 2007, 2009, 2011; Siwatu & Starker, 2010); the inclusion of both self-reported data and observations of culturally responsive teaching, in addition to…”