This book examines the interaction between teacher sense of
efficacy in the use of culturally responsive teaching practices.
Research confirms that a significant relationship exists between
the cultural orientations of teacher efficacy and how culturally
responsive teaching practices are accessed. As teaching efficacy
assumes the pursuit of individual merit to be universal, it
simultaneously mediates the communalistic epistemology of fractal
interconnectedness, already, embedded within culturally responsive
teaching practices.
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