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Research Anthology on Culturally Responsive Teaching and Learning最新文献

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Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments 支持教师在网络学习环境中设计文化响应课程的策略
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 2019-04-01 DOI: 10.4018/978-1-5225-7802-4
Natalie Nussli, Y. Guan, Kevin Oh
{"title":"Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments","authors":"Natalie Nussli, Y. Guan, Kevin Oh","doi":"10.4018/978-1-5225-7802-4","DOIUrl":"https://doi.org/10.4018/978-1-5225-7802-4","url":null,"abstract":"The purpose of this theoretical chapter is to identify strategies that help educators develop online learning curricula to meet the needs of culturally diverse students. The first part of this chapter offers insights into culturally responsive teaching (CRT) from multiple perspectives. Specifically, the authors explore the importance of CRT in teacher education programs, how to evaluate teachers' cultural competencies, how to initiate the transformation process into culturally responsive educators, how teachers perceive the value of CRT programs, what pre-service and novice teachers typically struggle with in their attempts to teach diverse student populations, and how students perceive cultural diversity. The second part of the chapter is dedicated to an in-depth discussion of practical approaches to developing culturally responsive online curricula for both 2D and 3D learning environments, how to prepare faculty to meet the needs of diverse students in online courses, and how to stimulate pre-service teachers' reflections on CRT.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122423978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Sustaining Culturally Responsive Teaching Practices 维持符合文化的教学实践
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3652-0.CH012
Michael D. Revell
{"title":"Sustaining Culturally Responsive Teaching Practices","authors":"Michael D. Revell","doi":"10.4018/978-1-7998-3652-0.CH012","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0.CH012","url":null,"abstract":"Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128445414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social Presence and Cultural Identity 社会存在与文化认同
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9026-3.ch018
Bethany Simunich, Amy M. Grincewicz
{"title":"Social Presence and Cultural Identity","authors":"Bethany Simunich, Amy M. Grincewicz","doi":"10.4018/978-1-7998-9026-3.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-9026-3.ch018","url":null,"abstract":"This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129538146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fostering Culturally Inclusive Family and School Collaboration Within the African American “Community” 在非裔美国人“社区”中促进具有文化包容性的家庭和学校合作
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1181-7.ch009
Y. Williams
{"title":"Fostering Culturally Inclusive Family and School Collaboration Within the African American “Community”","authors":"Y. Williams","doi":"10.4018/978-1-7998-1181-7.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-1181-7.ch009","url":null,"abstract":"Public schools are vested with the responsibility of meeting the needs of all students. However, the literature continues to evolve demonstrating patterns of disparities within predominately African American school communities and challenges with school and home partnerships. Students who have been identified with special education needs are at an even greater risk of failure because of ineffective services that are often the result of parents or caretakers who lack the capital, knowledge, and skills to advocate for them for many complex reasons. In order to meet the needs of this historically marginalized group within the field of special education, schools must adopt a posture of culturally responsive inclusivity and family collaboration within the African American school community. This collaboration entails (1) culturally responsive collaboration, (2) culturally responsive teaching, (3) strong family partnerships, (4) culturally responsive communication, and (5) family-centered school-based services for diverse families and culturally and linguistically diverse (CLD) students.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"42 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115875723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools 非裔美国男性接受高等教育的文化响应性教学和指导
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2177-9.ch006
Y. Williams
{"title":"Culturally Responsive Teaching and Mentoring for African American Males Attending Post-Secondary Schools","authors":"Y. Williams","doi":"10.4018/978-1-7998-2177-9.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-2177-9.ch006","url":null,"abstract":"African American male (AAM) college students with learning disabilities confront a number of obstacles while matriculating. Data indicates that a growing percentage of college students of color are enrolling in post-secondary institutions to pursue a higher education, but there still remains a graduation gap and retention issues between Black and White students, with the graduation rates of Black males still looming behind those of other groups. Of this student population, AAM's with learning disabilities encounter obstacles, both culturally, emotionally, financially, and psychologically that tend to exacerbate their learning needs and overall college experience, thus resulting in them dropping out midway through or at the end of the semester. Colleges and universities must address this gap and provide opportunities for culturally responsive mentoring, teaching, and specialized supports for AAM's with learning-diverse needs used to increase college graduation rates.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133611319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Care and Cultural Responsiveness of Online College Courses 大学网络课程的关怀与文化响应
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-7802-4.CH016
Keri L. Heitner, K. Sherman, Miranda E. Jennings
{"title":"Care and Cultural Responsiveness of Online College Courses","authors":"Keri L. Heitner, K. Sherman, Miranda E. Jennings","doi":"10.4018/978-1-5225-7802-4.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-7802-4.CH016","url":null,"abstract":"The chapter is a review and critique of the appropriateness of current approaches and a sample of current criteria used to evaluate the quality of online courses at the postsecondary level and care and cultural responsiveness. Based on the review, the authors suggest modifications of existing criteria and additional criteria appropriate to assessing and evaluating care and cultural responsiveness of online courses. The chapter concludes with suggestions for best practices for applying these preliminary criteria and suggestions for further research.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127474375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining the Perceptions, Beliefs, and Practices of Teacher Candidates Who Work With Diverse Learners 考察与不同学习者一起工作的教师候选人的观念、信念和实践
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9989-0.ch007
Salika Lawrence, Tabora A. Johnson, Keshia James, Keturah Brooks, Zoland Charles, Woody-Aaron Duton, Sherene Natasha Hodgson, Joanna Adams
{"title":"Examining the Perceptions, Beliefs, and Practices of Teacher Candidates Who Work With Diverse Learners","authors":"Salika Lawrence, Tabora A. Johnson, Keshia James, Keturah Brooks, Zoland Charles, Woody-Aaron Duton, Sherene Natasha Hodgson, Joanna Adams","doi":"10.4018/978-1-5225-9989-0.ch007","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch007","url":null,"abstract":"This chapter examines teacher candidates' instructional decision-making and their perceptions of how instructional choices impact diverse learners. It describes strategies teacher candidates believe help to support the academic development of diverse learners. Data from semi-structured, face-to-face interviews, field notes from in-class observations, and classroom artifacts were used to examine how teacher candidates enacted culturally responsive teaching. The results show that teacher candidates who display culturally responsive practices in their classrooms can engage learners and foster trusting communities in their classrooms built upon teacher-student and student-student relationships. Furthermore, teacher candidates display a teaching identity that enables them to self-assess their decision-making, enact, and reconceptualize theories that shape their classroom practices. There is also some disconnect between teachers' ability to enact culturally responsive practices and their skills articulating their use of this theoretical framework.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130859959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Diversity Beyond Disability 超越残疾的多样性
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2827-3.ch005
Y. Williams
{"title":"Diversity Beyond Disability","authors":"Y. Williams","doi":"10.4018/978-1-7998-2827-3.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-2827-3.ch005","url":null,"abstract":"The effective delivery of special education relies heavily upon the type of family collaboration beyond the students' disability, an area that is commonly overlooked in education. Hence, based on the schema presented here, the students' unique cultural and familial needs become paramount in boosting student achievement. The author contends that inclusive practices, coupled with a peacemaking curricula that is culturally responsive, has the potential to provide the ripe amount of programming to enable students to become change agents. Additionally, peacemaking coupled with diversity, tiered interventions, and family collaborations enlarge the floor of opportunity for students with special needs. Students with identified special and other needs and who come from diverse backgrounds benefit not only from rigorous and goal-centered instruction, but also from culturally responsive teaching and pedagogy beyond their disability, embedded with culturally-responsive family collaboration.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114464538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform 一个历史悠久的黑人大学在一个在线课堂平台上整合多元文化教学策略的方法
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-3120-3.CH008
Kimetta R. Hairston, Yvonne M. Crawford, Jennifer M. Johnson
{"title":"A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform","authors":"Kimetta R. Hairston, Yvonne M. Crawford, Jennifer M. Johnson","doi":"10.4018/978-1-5225-3120-3.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-3120-3.CH008","url":null,"abstract":"Research on the state of online courses and degree programs have been described as ways for students to have more flexibility in meeting their educational goals while maintaining their other life responsibilities. In recent years, administrators at HBCUs have increased their investment in technological tools and learning management systems to make online teaching and learning a reality, while offering incentives and rewards to encourage faculty to move toward redesigning courses to an online platform and bolstering the campus' online presence. Yet at the same time, some faculty worry that online educational programs are the antithesis to the traditional models of teaching and learning heralded by HBCUs with an emphasis on student-faculty interactions and close-knit academic environments for students. Moreover, advocates of traditional instructional models warn that students less prepared for college-level work may require significant academic support to successfully navigate an online program of study.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114763449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS 使用MTSS的公立学校干预教学和康复(RTIIR)实践的文化响应性反应
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1431-3.ch011
Y. Williams
{"title":"Culturally Responsive Response to Intervention Instruction and Rehabilitation (RTIIR) Practices in Public Schools Using MTSS","authors":"Y. Williams","doi":"10.4018/978-1-7998-1431-3.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-1431-3.ch011","url":null,"abstract":"The adoption and use of Response to Intervention (RTI) has been recognized as a resource for all schools to use to adequately identify a learning disability. Today, public schools have found success by adopting RTI as a preventative and intervention method of assessment and pre-referral to address the misidentification and over-representation of students considered in need of special education. Multi-Tiered Systems of Support (MTSS) has also become one of the most widely utilized systems that works in partnership with RTI to address social and emotional needs of students, while at the same time intervening where there are academic deficiencies and areas of weakness overall. Youth with, or at-risk for, emotional and behavioral disorders have severe deficits in their academic functioning. This chapter posits the use of RTI as a larger framework of rehabilitative intervention using MTSS as a culturally responsive tool to address the social, emotional, and clinical needs of students.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115773025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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