Developing and Implementing a Culturally Responsive Self-Regulated Learning Framework: Exploring How Teachers Could Empower Culturally Diverse Learners in Inclusive Classroom Environments

This study investigates the development, and integration, of a “Culturally Responsive Self-Regulated Learning (CR-SRL) Framework” to guide teachers in creating supportive classroom environments for culturally diverse learners. Literatures on culturally responsive teaching and self-regulated learning both suggest principles and practices for designing inclusive classrooms; however, from different perspectives. To pull those frameworks together, and building on sociocultural and situative perspectives, I conducted a theoretical analysis to conceptualize an integrated CR-SRL Framework. Using a multiple case study design, I field-tested how the framework might be useful by building practices collaboratively with three elementary classroom teachers. Data included classroom observations, document reviews (i.e., teachers’ lesson plans and assignment instructions), and teacher interviews. The findings from a qualitative analysis suggest that the CR-SRL framework helped the teachers in integrating CR-SRL practices. However, there were variations in the ways the teachers designed and implemented the framework based on their prior practices and learning experiences. Nevertheless, the teachers experienced both benefits and challenges as they were working to design and implement the framework. This paper concludes by discussing how educators might be supported to take up a CR-SRL framework to meet the needs of culturally diverse learners. Implications for theory and research, teacher education, and professional development are discussed.