ARTICLE REVIEW 3
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Article Review
Nicole Schultz
Department of Education, Liberty University
EDUC: 671 Curriculum Evaluation
Spring 2025
Dr. Stone
June 22, 2025
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to .
Email:
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Article Analysis
Good teaching goes beyond academic content; it involves knowing students' strengths,
weaknesses, identities, and origins. Culturally responsive teaching recognizes that students learn
best when their culture, interests, and experiences are reflected in the classroom. Madalin
Tanase’s (2020) article, “Is Good Teaching Culturally Responsive?” explains that urban schools
are becoming increasingly diverse, and as a result, teachers need to be prepared to meet the
cultural needs of their students. Tanase investigates whether novice math and science teachers in
urban classrooms adequately address the needs of culturally diverse students by employing
instructional strategies that promote success for all learners. Tanase proficiently argues that
culturally responsive classrooms are essential for bridging achievement gaps, provided that
teachers actively seek to understand and connect with their students’ cultures and heritages.
Tanase (2020) explains that classroom structures and textbooks in the United States have
historically been shaped by Protestant British European traditions, which emphasize
individualism, competition, and personal achievement. She validates this argument, as these
dominant cultural influences still exist in many U.S. classrooms, and highlights the need for
more culturally diverse and inclusive teaching practices. Valid research proves that while specific
teaching strategies, such as cooperative learning, benefit all students and are especially effective
for those from diverse backgrounds, they do not automatically qualify as culturally responsive
teaching. This research aligns closely with the argument that it is crucial to properly train
teachers on how to create and maintain culturally responsive classrooms. Tanase emphasizes that
culturally responsive classrooms and pedagogy allow teachers to employ diverse strategies,
allowing students from varied backgrounds to demonstrate mastery differently. The study
indicates that culturally responsive classrooms are essential because they help teachers support
student success by understanding and incorporating students’ diverse cultural backgrounds into
teaching. Although novice teachers are still developing these skills, their willingness to connect
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with students’ cultures shows the importance of this approach. The findings suggest that
culturally responsive teaching must become a standard practice to meet the needs of today’s
diverse student populations.
Topic Analysis
Student success and mastery are closely tied to teachers’ ability to connect the curriculum and
classroom environment to students’ cultural beliefs and backgrounds. Research shows that
American curricula and textbooks often emphasize dominant social norms, so teachers must
actively ensure diverse students have equal opportunities to succeed. However, achieving this
isn't easy, requiring ongoing cultural awareness, adaptability, and support. Teachers are key
advocates for their students, and although most may not be able to repurpose the curriculum
entirely, they must actively collaborate with parents, administrators, and colleagues to ensure all
students are supported.
Personal Reflection
This article opened my eyes to how easily teachers can overlook classroom diversity. While this
is sometimes unintentional, I am committed to being more open-minded and aware of my biases,
recognizing that not all students have the same backgrounds or experiences. As a massive
advocate of reading, I now realize I need to adjust to better support my diverse students and
ensure that my materials and strategies reflect their varied cultures and experiences. I intend to
incorporate a culturally responsive literacy activity by inviting Spanish-speaking students to
bring books that reflect their cultural backgrounds and share them through read-aloud sessions.
This practice aims to validate students’ identities, foster an inclusive classroom environment, and
enhance cultural awareness and appreciation among all learners. The article argued that diverse
students need learning experiences that include and reflect their cultures to promote engagement,
mastery, and a sense of belonging in the classroom. I am excited to foster this approach in my
teaching practice.
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References
Tanase, M. (2020). Is good teaching culturally responsive? Journal of Pedagogical Research,
4(3), 187-202. https://doi.org/10.33902/JPR.2020063333
