Teemant, AnnelaHausman, Charles S.2023-03-092023-03-092013-04-15Teemant, A., & Hausman, C. S. (2013). The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement. Critical Education, 4(4), Article 4. https://doi.org/10.14288/ce.v4i4.182434https://hdl.handle.net/1805/31768This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.en-USAttribution 4.0 InternationalCritical pedagogySociocultural pedagogyInstructional coachingStudent achievementTeacher improvementDiverse learnersCorrelational designESLEnglish as a second languageTeacher educationPedagogyTeachingInstructional practicesArticle