Lew and Nelson (2016) used a qualitative research study to investigate the challenges teachers face in the classroom. Specifically, the study chronicles the experiences of ‘new teachers’ that started teaching within one to two years. By the time one finishes reading the article, the authors’ stance is precise. CRT is a misunderstood and maladaptive topic—a matter teachers define in a simplistic way that relies on cultural traditions, but never links culture to academic learning. According to Lew and Nelson (2016), not only should teachers immerse themselves in their students’ cultural experiences to create positive instructional contexts, they must engage in reflective teaching by revealing their personal beliefs and values (p. 8).

Once the …show more content…
9). While a population of teachers expressed that they felt prepared to implement CRT, there is a population that expressed trepidations due to minimal exposure of CRT. And in the case that the educators understand CRT, without classroom application, the practice seemed unattainable. As the final outcome of the study, the educators understood that learning is a process; and even if conceptual understanding is individualized, culture should work simultaneously with academic …show more content…
First, the authors mentioned Gay and Ladson-Billings as two prominent scholars that immerse themselves in research on CRT. Second, the study addresses the issue of trustworthiness by evaluating four characteristics of the data analysis—credibility, dependability, confirmability, and transferability (Lew & Nelson, 2016, p. 9). Nevertheless, I believe the source shows a level of bias through its selected jargon. Explicitly, the authors mention the phrase, “a poverty of practice” (Lew & Nelson, 2016, p. 8) to connote that teachers lack an understanding of how to implement classroom formative assessment. While the statement is factual based on research findings, I believe the allusion to poverty is politically insensitive and should have a replacement word as a synonym, like