We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome exp...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Portland State University
2019-01-01
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| Series: | Northwest Journal of Teacher Education |
| Subjects: | |
| Online Access: | https://archives.pdx.edu/ds/psu/28562 |