{"id":2157,"date":"2026-10-16T15:07:06","date_gmt":"2026-10-16T22:07:06","guid":{"rendered":"https:\/\/www.winginstitute.org\/news\/?p=2157"},"modified":"2026-10-16T15:25:31","modified_gmt":"2026-10-16T22:25:31","slug":"spr-culturally-responsive","status":"publish","type":"post","link":"https:\/\/www.winginstitute.org\/news\/spr-culturally-responsive\/","title":{"rendered":"School Psychology Review&#8217;s focus on Culturally Responsive Practices and Instruction"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"700\" height=\"467\" src=\"https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-700x467.jpg\" alt=\"\" class=\"wp-image-2159\" srcset=\"https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-700x467.jpg 700w, https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-250x167.jpg 250w, https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-768x512.jpg 768w, https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-1536x1024.jpg 1536w, https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-2048x1365.jpg 2048w, https:\/\/www.winginstitute.org\/news\/wp-content\/uploads\/2026\/10\/woman-teaching-kids-about-planets-120x80.jpg 120w\" sizes=\"auto, (max-width: 700px) 100vw, 700px\" \/><\/figure>\n\n\n\n<p><sup>A teacher and four students sit at a table discussing and handling a model of the solar system. <a href=\"https:\/\/www.magnific.com\/free-photo\/children-drawing-together-classroom_13560505.htm#fromView=search&amp;page=1&amp;position=8&amp;uuid=f86c4c3f-f3e2-4a45-b94c-24631852d14e&amp;track=ais_hybrid&amp;query=culturally+diverse+classroom\">Image by Magnific<\/a><\/sup><\/p>\n\n\n\n<p>School Psychology Review, the flagship journal of the National Association of School Psychologists, has just published a special issue on the topic of <a href=\"https:\/\/www.tandfonline.com\/toc\/uspr20\/55\/5?nav=tocList\">Understanding, Measuring, and Promoting Culturally Responsive Instruction and Discipline.<\/a> <\/p>\n\n\n\n<p>The introductory article (free access), <a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/2372966X.2026.2693983\" type=\"link\" id=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/2372966X.2026.2693983\">Understanding, Measuring, and Promoting Culturally Responsive Instruction and Discipline: The Responsive Practices to Outcomes Model,<\/a> <sup data-fn=\"625d028b-204e-4aeb-aae5-7bc6c5b69559\" class=\"fn\"><a href=\"#625d028b-204e-4aeb-aae5-7bc6c5b69559\" id=\"625d028b-204e-4aeb-aae5-7bc6c5b69559-link\">1<\/a><\/sup>briefly reviews the other articles in the special issue. Key elements of this article are:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Description of the problem <\/strong>\n<ul class=\"wp-block-list\">\n<li>Systemic racial inequalities in schools persist and lead to disparities in educational outcomes. <\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Defining the main aspects of Culturally Responsive Practices (CRPs)<\/strong>\n<ul class=\"wp-block-list\">\n<li>aligning ways of <a href=\"https:\/\/www.researchgate.net\/profile\/Kris-Gutierrez\/publication\/233895989_Cultural_Ways_of_Learning_Individual_Traits_or_Repertoires_of_Practice\/links\/54037f020cf2bba34c1c2400\/Cultural-Ways-of-Learning-Individual-Traits-or-Repertoires-of-Practice.pdf\" type=\"link\" id=\"https:\/\/www.researchgate.net\/profile\/Kris-Gutierrez\/publication\/233895989_Cultural_Ways_of_Learning_Individual_Traits_or_Repertoires_of_Practice\/links\/54037f020cf2bba34c1c2400\/Cultural-Ways-of-Learning-Individual-Traits-or-Repertoires-of-Practice.pdf\">knowing and learning<\/a> at school with students&#8217; home cultures<sup data-fn=\"9cb9f2d7-7b43-4d98-9ccc-5bdf05e55622\" class=\"fn\"><a href=\"#9cb9f2d7-7b43-4d98-9ccc-5bdf05e55622\" id=\"9cb9f2d7-7b43-4d98-9ccc-5bdf05e55622-link\">2<\/a><\/sup><\/li>\n\n\n\n<li>addressing the structural inequities that decrease student&#8217;s connection with their schools<\/li>\n\n\n\n<li>exploring cultural practices of learning in your community<\/li>\n\n\n\n<li>thoughtfully working varied learning approaches into your instructional techniques<\/li>\n\n\n\n<li>increasing teacher recognition of students&#8217; home lives and cultures as <a href=\"https:\/\/www.cc.kyoto-su.ac.jp\/information\/tesl-ej\/ej40\/r9.pdf\" type=\"link\" id=\"https:\/\/www.cc.kyoto-su.ac.jp\/information\/tesl-ej\/ej40\/r9.pdf\">rich sources of knowledge<\/a> which can be connected or related to school learning<sup data-fn=\"029520e5-245e-4fe1-89a7-12ca0786cbfb\" class=\"fn\"><a href=\"#029520e5-245e-4fe1-89a7-12ca0786cbfb\" id=\"029520e5-245e-4fe1-89a7-12ca0786cbfb-link\">3<\/a><\/sup><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Introduction of a promising program model<\/strong>\n<ul class=\"wp-block-list\">\n<li>The <a href=\"https:\/\/doublecheckcoaching.org\/\" type=\"link\" id=\"https:\/\/doublecheckcoaching.org\/\">Double Check framework<\/a> provides coaching and feedback to support teachers implementing CRPs.<sup data-fn=\"4c5302bf-3e31-4e90-afc2-c13e3ff15c02\" class=\"fn\"><a href=\"#4c5302bf-3e31-4e90-afc2-c13e3ff15c02\" id=\"4c5302bf-3e31-4e90-afc2-c13e3ff15c02-link\">4<\/a><\/sup><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p>This will also be the topic of a forthcoming Wing Institute newsletter, which will summarize recent research articles from this and other journals on this topic. The newsletter will also include practical steps and tips to guide teachers and school site teams in effectively implementing CRPs in their local context. <\/p>\n\n\n\n<p><\/p>\n\n\n<ol class=\"wp-block-footnotes\"><li id=\"625d028b-204e-4aeb-aae5-7bc6c5b69559\"><sup>Herman, K. C., Reinke, W. M., Bradshaw, C. P., &amp; Debnam, K. (2026). Understanding, measuring, and promoting culturally responsive instruction and discipline: The Responsive Practices to Outcomes Model. <em>School Psychology Review<\/em>, <em>55<\/em>(5), 605-620.<\/sup> <a href=\"#625d028b-204e-4aeb-aae5-7bc6c5b69559-link\" aria-label=\"Jump to footnote reference 1\">\u21a9\ufe0e<\/a><\/li><li id=\"9cb9f2d7-7b43-4d98-9ccc-5bdf05e55622\"><sup>Guti\u00e9rrez, K. D., &amp; Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. <em>Educational researcher<\/em>, <em>32<\/em>(5), 19-25.<\/sup> <a href=\"#9cb9f2d7-7b43-4d98-9ccc-5bdf05e55622-link\" aria-label=\"Jump to footnote reference 2\">\u21a9\ufe0e<\/a><\/li><li id=\"029520e5-245e-4fe1-89a7-12ca0786cbfb\"><sup>Gonz\u00e1lez, N., Moll, L. C., &amp; Amanti, C. (Eds.). (2006). <em>Funds of knowledge: Theorizing practices in households, communities, and classrooms<\/em>. Routledge.<\/sup> <a href=\"#029520e5-245e-4fe1-89a7-12ca0786cbfb-link\" aria-label=\"Jump to footnote reference 3\">\u21a9\ufe0e<\/a><\/li><li id=\"4c5302bf-3e31-4e90-afc2-c13e3ff15c02\"><sup>Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., &amp; Leaf, P. J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. <em>Teaching Exceptional Children Plus<\/em>, <em>6<\/em>(2), 2-18.<\/sup> <a href=\"#4c5302bf-3e31-4e90-afc2-c13e3ff15c02-link\" aria-label=\"Jump to footnote reference 4\">\u21a9\ufe0e<\/a><\/li><\/ol>\n\n\n<div class=\"wp-block-group alignfull has-background-color\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--30);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--30)\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-container-core-group-is-layout-91a691eb wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-group alignwide is-content-justification-space-between is-layout-flex wp-container-core-group-is-layout-256aec57 wp-block-group-is-layout-flex\">\n<div class=\"wp-block-group is-layout-flex wp-block-group-is-layout-flex\"><h1 class=\"wp-block-site-title has-small-font-size\"><a href=\"https:\/\/www.winginstitute.org\/news\" target=\"_self\" rel=\"home\">Wing Institute news section<\/a><\/h1>\n\n\n<h6 class=\"wp-block-heading has-small-font-size\">       Authored by: Emma Hendricks          Date Published:  October 16th, 2026<\/h6>\n<\/div>\n\n\n\n<p class=\"has-small-font-size\"> Proudly powered by <a rel=\"nofollow\" href=\"https:\/\/wordpress.org\">WordPress<\/a> <\/p>\n<\/div>\n<\/div><\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"A teacher and four students sit at a table discussing and handling a model of the solar system. Image by Magnific School Psychology Review, the flagship journal of the National Association of School Psychologists, has just published a special issue on the topic of Understanding, Measuring, and Promoting Culturally Responsive Instruction and Discipline. The introductory&#8230; <a class=\"view-article\" href=\"https:\/\/www.winginstitute.org\/news\/spr-culturally-responsive\/\">View Article<\/a>","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":"[{\"content\":\"<sup>Herman, K. C., Reinke, W. M., Bradshaw, C. P., &amp; Debnam, K. (2026). Understanding, measuring, and promoting culturally responsive instruction and discipline: The Responsive Practices to Outcomes Model. <em>School Psychology Review<\/em>, <em>55<\/em>(5), 605-620.<\/sup>\",\"id\":\"625d028b-204e-4aeb-aae5-7bc6c5b69559\"},{\"content\":\"<sup>Guti\u00e9rrez, K. D., &amp; Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. <em>Educational researcher<\/em>, <em>32<\/em>(5), 19-25.<\/sup>\",\"id\":\"9cb9f2d7-7b43-4d98-9ccc-5bdf05e55622\"},{\"content\":\"<sup>Gonz\u00e1lez, N., Moll, L. C., &amp; Amanti, C. (Eds.). (2006). <em>Funds of knowledge: Theorizing practices in households, communities, and classrooms<\/em>. Routledge.<\/sup>\",\"id\":\"029520e5-245e-4fe1-89a7-12ca0786cbfb\"},{\"content\":\"<sup>Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., &amp; Leaf, P. J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. <em>Teaching Exceptional Children Plus<\/em>, <em>6<\/em>(2), 2-18.<\/sup>\",\"id\":\"4c5302bf-3e31-4e90-afc2-c13e3ff15c02\"}]"},"categories":[18,9,6,4],"tags":[29,27],"class_list":["post-2157","post","type-post","status-publish","format-standard","hentry","category-education-outcomes","category-effective-instruction","category-external-influences","category-implementation","tag-cultural-diversity-in-education","tag-culturally-responsive-practices"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>School Psychology Review&#039;s focus on Culturally Responsive Practices and Instruction - Wing Institute news section<\/title>\n<meta name=\"description\" content=\"A brief primer on recent research published in School Psychology Review about Culturally Responsive Practices.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.winginstitute.org\/news\/spr-culturally-responsive\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"School Psychology Review&#039;s focus on Culturally Responsive Practices and Instruction - 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