The authors discuss the need to use UDL and CRT in instruction. They argue that pre service and inservice teachers are culturally situated within cultural and linguistic groups. It is important for pre- and in-service teachers to understand this cross-pollination when using the UDL Guidelines as an implementation tool in their classrooms to proactively identify and address potential barriers to student learning while sustaining their students' cultural and linguistic identities.
Takemae, N., Nicoll-Senft, J., & Tyler, R. M. (2022). Addressing Issues of Equity Using the Cross-Pollination of Universal Design for Learning and Culturally Responsive Teaching. PDS Partners: Bridging Research to Practice, 17(1), 9–15.
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2023). Culturally Responsive Evidence-Based Practices for Black Males with Emotional Behavioral Disorders. Intervention in School and Clinic, 0(0
This article provides an overview of restorative justice (RJ) in US K-12 schools, discusses implementation challenges, and summarizes the most recent two decades of quantitative studies regarding the effectiveness of RJ at achieving a range of outcomes. While RJ has become increasingly popular, there is still relatively little quantitative research regarding its effectiveness. Still, available evidence suggests that RJ programs can improve school climates and reduce student misbehavior and school discipline. Results are more mixed regarding RJ’s impact on bullying, student absenteeism, and academic performance.
Darling-Hammond, Sean, Trevor Fronius, Hannah Sutherland, Sarah Guckenburg, Anthony Petrosino, and Nancy Hurely. 2020. “Effectiveness of Restorative Justice in US K-12 Schools: a Review of Quantitative Research.” Contemporary School Psychology 24, 295–308, https://doi.org/10.1007/s40688-020-00290-0 (accessed January 30, 2023).
This report highlights a two-year study that identified barriers and evidence-based solutions to improving the academic and social emotional learning (SEL) outcomes for African American students in California.
California Association of African American Superintendents and Administrators, California Collaborative for Educational Excellence, and Professional Learning Network. 2019, March. Equity in Action. https://ccee-ca.org/documents/meetings/20190606/Item%2010%20Attachment%202%20CAAASA%20Report%20–%20Equity%20in%20Action.pdf
This report highlights a two-year study that identified barriers and evidence-based solutions to improving the academic and social emotional learning (SEL) outcomes for African American students in California.
California Association of African American Superintendents and Administrators,
California Collaborative for Educational Excellence, and Professional Learning Network. 2019, March. Equity in Action. https://ccee-ca.org/documents/meetings/20190606/Item%2010%20Attachment%202%20CAAASA%20Report%20–%20Equity%20in%20Action.pdf
Explores the challenges and strategies related to implementing evidence-based treatment interventions and translating research into direct practice.
Dean Fixsen (2007) Frank Porter Graham Child Development Institute.
Commissioned for researchers to investigate the patterns of student discipline found in public schools throughout the country, this study reveals marked differences in student discipline practices based on race, gender, and disability status. Using Civil Rights Data Collection data, the Government Accountability Office (GAO) examined a range of disciplinary actions disaggregated by student group. Practitioners may wish to use information from this study to analyze identified root causes of discipline disparity and consider evidence-based practices that succeed as alternatives to punitive and exclusionary discipline.
U.S. Government Accountability Office (U.S. GAO). 2018. K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258 (accessed April 6, 2018).
The NCSI supports State Education Agencies (SEAs) assisting them to learn about and understand seminal research around policy development implementation to meet the needs of students with disabilities. NCSI assists SEAs to translate that research into practice. Particular attention is given to the systemic functions of data literacy, evidence-based practices, stakeholder engagement, and systems coherence, in order to help SEAs cultivate knowledge and skills that enable them to achieve lasting impact for students.
This article provides a method to bridge home to school through the use of a home to school bi-lingual journal which validates the experiences of Latinx families and learners and integrates it into the curriculum.
Lopez, M., Butvilofsky, S. A., Le, K., & Gumina, D. (2022). Project Recuerdo: Honoring Latinx Families’ Knowledge Within the School. Reading Teacher, 75(4), 429–440. https://doi.org/10.1002/trtr.2062
This article provides practitioners with current data on suspension and expulsion rates in California’s public schools. The authors reflect on systemic barriers to removing inequities in school discipline. Educators may wish to use this article to study evidence-based practices to reduce disproportionate representation of suspensions and expulsions by race and ethnicity.
EdSource: Highlighting Strategies for Student Success. 2017. Suspension, Expulsion Rates Fall Sharply in California, but Racial and Ethnic Disparities Remain. https://edsource.org/2017/suspension-expulsion-rates-fall-sharply-in-california-public-schools-but-racial-disparities-remain/589722 (accessed April 4, 2018).
