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Research Anthology on Culturally Responsive Teaching and Learning最新文献

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Professional Development for Teachers of English Learners (ELs) 英语学习者教师的专业发展
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9348-5.CH003
Christina Kozlowski
{"title":"Professional Development for Teachers of English Learners (ELs)","authors":"Christina Kozlowski","doi":"10.4018/978-1-5225-9348-5.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-9348-5.CH003","url":null,"abstract":"This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"12 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":"123202281","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
Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development 通过专业发展培养和丰富具有语言和文化反应能力的教育工作者
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1962-2.ch012
Alina Slapac, Sujin Kim, Sarah A. Coppersmith
{"title":"Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development","authors":"Alina Slapac, Sujin Kim, Sarah A. Coppersmith","doi":"10.4018/978-1-7998-1962-2.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-1962-2.ch012","url":null,"abstract":"This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"24 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":"116152211","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: 3
A Typology of Conscious Decision Making for Service-Learning Field Experiences 服务学习领域经验的有意识决策类型学
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9026-3.ch004
Tynisha D. Meidl, L. Saal, Margaret Mary Sulentic Dowell
{"title":"A Typology of Conscious Decision Making for Service-Learning Field Experiences","authors":"Tynisha D. Meidl, L. Saal, Margaret Mary Sulentic Dowell","doi":"10.4018/978-1-7998-9026-3.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-9026-3.ch004","url":null,"abstract":"In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"32 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":"129125024","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
Multicultural Critical Consciousness 多元文化批判意识
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5748-7.CH003
Maia Niguel Moore, Michele D. Smith
{"title":"Multicultural Critical Consciousness","authors":"Maia Niguel Moore, Michele D. Smith","doi":"10.4018/978-1-5225-5748-7.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-5748-7.CH003","url":null,"abstract":"Students across America are observing as racial and cultural tensions rise to what some argue are reminiscent of the Jim Crow south. This chapter will explore how caring can be demonstrated to address cultural conflict in the classroom by training multiculturally conscious student affairs staff and educators to teach and model multicultural critical consciousness to their students. Furthermore, the authors will provide practical strategies for educators to use by drawing from and extending upon current culturally responsive pedagogy practiced in PreK-20 education and explore the ways in which multicultural critical consciousness can be used as a tool to promote a recursive process of self-reflection, cultural awareness, advocacy, and learning among students from all grade levels.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"138 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":"116407676","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
Misconceptions About ELLs 对ELLs的误解
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-9026-3.ch038
Lara Christoun, Jun Wang
{"title":"Misconceptions About ELLs","authors":"Lara Christoun, Jun Wang","doi":"10.4018/978-1-7998-9026-3.ch038","DOIUrl":"https://doi.org/10.4018/978-1-7998-9026-3.ch038","url":null,"abstract":"A growing number of American students are English language learners (ELLs) who speak another language other than English. By 2030, the percentage of students who speak a language other than English is expected to increase substantially. Unfortunately, general education teachers often do not feel prepared to teach ELLs in their classrooms or even hold negative attitudes toward ELLs included in their classrooms. As a result, ELLs are being underserved and continually experience lower achievement. This chapter summarizes several important misconceptions related to the teaching practices of general education teachers for ELLs based on the current literature. The authors then make recommendations for practicing teachers about culturally responsive strategies for ELLs in classrooms. Finally, they conclude with remarks regarding the mindset school communities should offer ELLs.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"66 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":"115347909","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
When Worlds Collide 当世界碰撞
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3331-4.ch012
C. McDonald
{"title":"When Worlds Collide","authors":"C. McDonald","doi":"10.4018/978-1-7998-3331-4.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-3331-4.ch012","url":null,"abstract":"This chapter will equip any person with culturally responsive practices to engage with a multiracial student or family. Relevant literature and research on the multiracial population will be provided, including multiracial identity development models and common microaggressions that often occur within this population. Using fictitious case examples, common culturally insensitive mistakes will be reviewed. Through these case examples and follow-up questions to support critical thinking, the reader will clearly see the culturally insensitive practices that often occur with the multiracial population and ways to change language, interactions, and even documentation to support cultural responsiveness and interventions. The conclusion of the chapter summarizes key points and reminders when working with the multiracial population and serves as a “call to action” for readers to act as agents of change in educational settings by supporting and advocating for inclusivity and research-based, culturally responsive practices.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"62 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":"115752370","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: 2
Using Postmodernism to Effectively Teach in Diverse Settings 运用后现代主义在不同环境下进行有效教学
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1177-0.ch006
R. Nordgren
{"title":"Using Postmodernism to Effectively Teach in Diverse Settings","authors":"R. Nordgren","doi":"10.4018/978-1-7998-1177-0.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-1177-0.ch006","url":null,"abstract":"The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"48 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":"127633886","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
Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools 在幼儿浸入式语言学校中创建文化和语言响应的课堂社区
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-2503-6.ch005
Alina Slapac, Sujin Kim
{"title":"Creating Culturally and Linguistically Responsive Classroom Communities in Early Childhood Language Immersion Schools","authors":"Alina Slapac, Sujin Kim","doi":"10.4018/978-1-7998-2503-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-2503-6.ch005","url":null,"abstract":"This chapter examined the development of a classroom community through a case study of a kindergarten teacher in a Spanish language immersion school. Case study data includes observational field notes, classroom artifacts, informal conversations, and interviews with an immersion kindergarten classroom teacher. Additionally, interviews with the two administrators from the Spanish and French immersion schools (networking schools) were collected and analyzed to learn about their perspectives regarding culturally and linguistically responsive teaching practices and their commitment to encouraging the creation of classroom communities within their schools. The results revealed both the administrators and the case teacher in the kindergarten classroom supported practices of drawing from their own and students' cultural identities and resources to create a culturally responsive learning and social environment, in partnership with students and families. Recommendations for future studies on diverse early childhood settings are discussed in regards to teacher preparation and policy enactment.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"12 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":"126700863","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: 2
Implementing and Evaluating Culturally Responsive Teaching for Historical Black Colleges and Universities (HBCUs) Through Study Abroad Programs 通过海外留学项目实施和评估历史悠久的黑人学院和大学(HBCUs)的文化响应教学
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9989-0.ch003
April L. Jones, Rhonda M. Collier
{"title":"Implementing and Evaluating Culturally Responsive Teaching for Historical Black Colleges and Universities (HBCUs) Through Study Abroad Programs","authors":"April L. Jones, Rhonda M. Collier","doi":"10.4018/978-1-5225-9989-0.ch003","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch003","url":null,"abstract":"This chapter focuses on social work methodology as a means of developing effective study abroad programs at HBCUs. Moreover, the chapter proposes ways to implement social work standards into study abroad programs for HBCU students. The chapter provides meaningful case studies to examine the impact of service-learning programs that employ culturally responsive teaching and learning strategies as well as social work standards for HBCU students on short-term programs. The chapter provides a myriad of strategies for culturally responsive teaching. While the focus is on social work education, the methods developed in this chapter may be used in service-learning settings.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"13 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":"126126256","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 Mentoring Programs 响应文化的指导计划
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5990-0.CH007
John E. Queener, B. Ford
{"title":"Culturally Responsive Mentoring Programs","authors":"John E. Queener, B. Ford","doi":"10.4018/978-1-5225-5990-0.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-5990-0.CH007","url":null,"abstract":"Postsecondary education and training are deemed essential in today's and future job markets. Thus, the lower entry rates into and lower graduation rates from higher education by African American males place them in a long-term crisis economically and socially. Mentoring is strongly recommended as a significant component of comprehensive strategies to improve the retention and graduation rates of African American males. Research reveals that successful retention programs go beyond a one model fits all and are based on the unique characteristics and needs of students. The authors of this chapter assert that mentoring programs designed to improve retention and graduation rates of African American males must be scholarly based and authentically address the cultural needs of those students; therefore, the mentoring program must include culturally relevant constructs. This chapter discusses the design, implementation, and results of the pilot phase of a research-based culturally responsive mentoring program based on optimal psychology for African American males enrolled at a midwestern Predominately White Institution of higher education.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"28 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":"129764908","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
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