Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms

Abstract

This pilot study explored the overlap of culturally sustaining pedagogical practices and practices that promote active learning in the classroom. In this study, seven undergraduate instructors were observed and placed into profiles according to their teaching behaviors as observed on a novel observational measure. Their profiles were mapped onto student responses about classroom climate. Results of this mixed-methods study indicated a direct relation between instructors who manifested the overlapping pedagogical behaviors aligned with culturally sustaining and active learning, and students’ perceptions of the classroom climate. Future use of the novel measures and implications for teaching are discussed.