Due Date Extended to June 15 - SPR Call for Submissions - Understanding, Measuring, and Promoting Culturally Responsive Instruction and Discipline - Special Topic Section
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Shane Jimerson
May 6, 2025, 3:42:49 PMMay 6
to Shane Jimerson
Dear colleagues,
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Call for Submissions for the SPR special topic section Understanding, Measuring, and Promoting Culturally Responsive Instruction and Discipline - has extended the due date for submissions to June 15, 2025
We encourage and welcome submissions from all for this SPR special topic section.
Understanding, Measuring, and Promoting
Culturally Responsive Instruction and Discipline
Guest Editors: Keith C. Herman, Wendy M. Reinke, Catherine Bradshaw, Katrina Debnam
Guest Editors: Keith C. Herman, Wendy M. Reinke, Catherine Bradshaw, Katrina Debnam
Despite
the widespread interest in and proliferation of culturally responsive
instruction and discipline training for teachers, few rigorous trials
have evaluated these recommended practices. While promising approaches
to training and supporting teacher skill development in these areas have
been created, some well-documented limitations have been identified
(Bottiani, Larson, Debnam, Bischoff, & Bradshaw, 2017). Most
prominent among these concerns is the challenge in operationalizing
culturally responsive practices (CRPs), which calls into question the
very definition of the term. In fact, few high-quality measures of
culturally responsive practices have been developed, and most existing
measures rely on teacher self-ratings. The pressure to give socially
desirable responses on value-laden constructs like CRP limits the
utility of teacher-reports (Larson & Bradshaw, 2017). Moreover,
objective, dynamic, and formative indicators are needed to provide
teachers with ongoing, accurate feedback about their performance in
implementing CRPs. Just as with any other complex skill area (e.g.,
classroom management, effective instruction), improving CRPs requires
ongoing consultation and feedback to guide teacher development. Indeed,
CRPs are embedded within and built upon these other foundational,
complex skill sets, necessitating the development of more sophisticated
measures that accurately discern CRP implementation in the classroom
context.
Given the challenges in defining
CRPs, the special topic welcomes papers that advance theory and
measurement on the topic. Our working definition of CRPs focuses on
asset-based conceptualizations of CRPs as articulated by Geneva Gay
(2000, p. 29): “[CRP] teaches to and through [students’] strengths … It
builds bridges of meaningfulness between home and school experiences as
well as between academic abstractions and lived sociocultural
realities…it incorporates multicultural information, resources, and
materials in all the subjects and skills routinely taught in schools.”
Although there are certainly specific cultural patterns to develop
awareness regarding, it is also essential to keep in mind that, much
like language, culture is a fluid social phenomenon that changes over
time and in different contexts through processes of interaction and
socialization (James, Magee, Scerri, & Steger, 2015). Care must also
be taken in this work not to reify preconceptions, prejudices, and
biases by imparting simplified information on cultural mindsets, norms,
or beliefs that may or may not hold true for individual students. This
is particularly true for young people navigating culturally divergent
contexts across home, neighborhood, and school and for students who are
multiracial and multiethnic themselves, and may be bridging their own
internal cultural discontinuities in an effort to make meaning and sense
of daily life. Thus, it is necessary to develop a definition of CRP
that reflects the dynamic, interactive, inter-and-intra-subjective
nature of culture (Correa-Chávez & Roberts, 2012).
The
purpose of this special topic focus is to identify discrete and
malleable indicators of culturally responsive practices, including
instruction and classroom discipline, and their connections to student
academic and behavioral outcomes. Recognizing transdisciplinary and
interdisciplinary scholarship in this area, we welcome manuscripts from
scholars across diverse disciplines and addressing a wide range of
science informing and advancing our understanding related to addressing
culturally responsive instruction and discipline classroom practices
(CRIDCPs), including (but not limited to):
● Research that advances theory and measurement.
● Research that advances understanding of factors that influence CRIDCPs.
● Research that informs contemporary understanding of how CRIDCPs impact student outcomes.
● Interventions that promote CRIDCPs.
Empirical
(quantitative and qualitative), conceptual, meta-analytic, and
systematic-review papers are all welcomed for submission. Each
submission will be processed through peer-review to determine whether
the manuscript is suitable for publication in the journal. The deadline
for the receipt of submissions is May 15, 2025.
Email SPR Editor-Elect Shane Jimerson - Jime...@ucsb.edu
Reminder, SPR articles are available to ALL NASP members! (first login to the NASP portal using your NASP member credentials) (and to others with institutional access, directly via the SPR website at T&F)
There are recent special topic sections
featuring articles addressing pressing contemporary topics in school
psychology, including;
(more than 20 articles already featured in this special topic collection)
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If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange
We look forward to further communications.
Gratefully,
The SPR Leadership Team
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Editor |
University of California, Santa Barbara |
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Senior Editor |
Texas A&M University |
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Senior Editor |
Eastern Illinois University |
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Senior Editor |
University of North Carolina |
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Senior Editor |
University of Houston |
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Senior Editor |
University of Minnesota |
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Senior Editor |
University of California, Berkeley |
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Consulting Editor |
Teachers College, Columbia University |
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Consulting Editor |
The Ohio State University |
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Associate Editor |
University of Missouri |
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Senior Editor |
University of South Florida |
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Associate Editor |
Utah State University |
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Associate Editor |
University of Nevada, Las Vegas |
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Associate Editor |
University of Maryland |
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Editorial Fellow |
Georgia State University |
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Editorial Fellow |
University of California, Berkeley |
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Editorial Fellow |
University of California, Riverside |
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Editorial Fellow |
Texas A&M University |
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Editorial Fellow |
Georgia State University |
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Editorial Fellow |
University of Nebraska |
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Editorial Fellow |
University of Texas, Austin |
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Editorial Fellow |
Mississippi State University |
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Editorial Fellow |
Chinese University of Hong Kong |
--
Shane R. Jimerson, Ph.D., NCSP
Professor
Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA 93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu
2121 ED, Santa Barbara, CA 93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu
*UCSB is built on the ancestral and unceded land of the Chumash people. I
respect and honor our Indigenous relatives who still nourish this
territory from which they were forcibly removed.
President-Emeritus, the Society for the Study of School Psychology
President-Emeritus, the International School Psychology Association
President-Emeritus, Division 16 School Psychology of APA
Editor Emeritus, School Psychology journal, published by APA
CCSP Vision - Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology.
"I am unable to make the days longer, so I strive to make them better."
-Thoreau
-Thoreau
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