Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the U.S. and the Netherlands

Abstract

Schools are becoming increasingly diverse. While observing teaching is critical for improving and evaluating teacher practice, few studies have explored how culturally responsive instruction (CRI) might expand dominant understandings of good teaching. Using classroom observations of teachers (U.S.: n = 10, Netherlands: n = 8), we compare an observational measure of CRI with a more common measure of good teaching. Findings indicate that instruments measuring good teaching and CRI provide unique information about teaching practices. High-CRI teachers are particularly strong in providing emotional support, however, good teachers are not always culturally responsive teachers and vice versa. Implications are discussed.