Examining the Culturally Responsive Practices of Urban Primary Physical Educators

Abstract

Recent changes in the demographics of urban public schools have presented an opportunity to assess the instructional strategies of teachers of culturally and linguistically diverse (CLD) learners. Given that ethnic minorities represent more than 75% of the student population in 50 of America’s largest public school systems, research on teachers of these students is warranted. This study reports data from a survey designed to gauge urban elementary physical educators’ use of culturally responsive pedagogy in their instruction. Results suggest that a greater focus should be placed on teaching culturally responsive practices in PETE programs and in current teacher training.