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Research Anthology on Culturally Responsive Teaching and Learning最新文献

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Using Student-Centered Engagement in the Classroom to Develop Cultural Intelligence 以学生为中心的课堂参与培养文化智力
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9989-0.ch012
Tiffany J. Cresswell-Yeager, R. Whitaker II
{"title":"Using Student-Centered Engagement in the Classroom to Develop Cultural Intelligence","authors":"Tiffany J. Cresswell-Yeager, R. Whitaker II","doi":"10.4018/978-1-5225-9989-0.ch012","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch012","url":null,"abstract":"Culturally responsive teaching provides a framework for which we can aspire to better serve all students in our classrooms. Engaging students in conversations on difficult social justice topics can be extremely challenging but very important in our global society. The authors offer several strategies for first establishing student engagement, then implementing course content to develop cultural intelligence to have these conversations. Using the lens of cultural intelligence, the authors explore effective tools for creating a welcoming environment and ways to communicate effectively with cultural humility. Then, the authors explore anti-deficit strategies needed to engage students in learning about diversity and inclusion and to facilitate constructive dialogue about current issues of discrimination, bias, and prejudice. Finally, the authors offer several case vignettes based on the experience of using the problem of practice and provide example assignments used to develop and enhance cultural intelligence.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"33 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":"122903328","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
Modeling a Culturally Responsive Mindset 塑造一种文化反应心态
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3652-0.CH009
Yolanda L. Dunston, P. N. Jones
{"title":"Modeling a Culturally Responsive Mindset","authors":"Yolanda L. Dunston, P. N. Jones","doi":"10.4018/978-1-7998-3652-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0.CH009","url":null,"abstract":"To address the rapidly changing cultural demographic of the United States, educator preparation programs must guide future teachers to create welcoming and equitable classroom communities that establish diverse cultural contexts as the norm and address culture not as an add-on but infused in natural, authentic ways throughout the school year. This chapter provides a rationale for implementing culturally responsive pedagogy by addressing the concept of cultural competence and then offering strategies for creating a welcoming classroom that recognizes and values the whole child and creates an overall positive school culture that promotes inclusion and fosters success for all. Moreover, the chapter addresses the importance of modeling dispositions at the EPP level for normalizing culturally responsive practices so that preservice and beginning teachers will naturally and routinely recognize and employ strategies that make all students feel seen, embraced, and worthy.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"40 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":"133417630","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
Conceptual and Theoretical Frameworks for CRT Pedagogy CRT教学法的概念和理论框架
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-7802-4.CH001
Michelle Kilburn, M. Radu, M. Henckell
{"title":"Conceptual and Theoretical Frameworks for CRT Pedagogy","authors":"Michelle Kilburn, M. Radu, M. Henckell","doi":"10.4018/978-1-5225-7802-4.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-7802-4.CH001","url":null,"abstract":"Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"30 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":"122781690","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
Culturally Responsive Program Evaluations 文化响应性项目评估
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3331-4.ch002
H. Stevens, T. Peed
{"title":"Culturally Responsive Program Evaluations","authors":"H. Stevens, T. Peed","doi":"10.4018/978-1-7998-3331-4.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-3331-4.ch002","url":null,"abstract":"Program evaluations in education programs are conducted to address the outcomes, experiences, and phenomena that occur from programs. Program evaluation models are plentiful, and commonly used models include objectives, summative, formative, process, and outcome approaches. The strength of the model relies on the competencies and confidence of the evaluators. When used properly models are a reliable method for judging programs and their outcomes. Absent from these models is the intentional inclusion of culture. Culture is multidimensional and intersectional and holistically affects programs. Therefore, as the cultural makeup of the education systems continues to grow in diversity, program evaluation models must consider the impacts and influences that multi-dimensional culture has on programs at all stages of planning, delivery, and evaluation. This chapter provides specific areas of cultural identity to address with explicit steps for infusing deliberate emphasis into the program evaluation models.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"38 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":"123725315","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
The Impact of Culturally Responsive Teaching on Underrepresented Students Persistence in STEM 文化响应教学对代表性不足的学生坚持STEM学习的影响
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9989-0.ch008
Misty Thomas, L. O. Tripp
{"title":"The Impact of Culturally Responsive Teaching on Underrepresented Students Persistence in STEM","authors":"Misty Thomas, L. O. Tripp","doi":"10.4018/978-1-5225-9989-0.ch008","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch008","url":null,"abstract":"There is a consistent economic need to increase diversity in science, technology, engineering, and math (STEM) disciplines and to increase diversity in groups of STEM professionals graduating from colleges and universities in our nation. However, research notates that minoritized populations such as women and/or persons of color, continue to be underrepresented in STEM disciplines. Furthermore, literature suggests that teachers who implement culturally responsive instructional strategies in the classroom positively impact and empower students to develop positive attitudes towards STEM, hence aiding in an increase in the recruitment and retainment of underrepresented groups in STEM disciplines or STEM-related careers. This book chapter will trace research and provide culturally responsive teaching strategies, lesson plan adaptation strategies, and instructional practices that can be used in STEM classrooms in an effort to positively influence underrepresented student's decisions to persist in STEM careers and/or STEM-related fields.","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":"125455851","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
Culturally Restorative Instruction 文化恢复性教学
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1847-2.ch010
Michael D. Revell
{"title":"Culturally Restorative Instruction","authors":"Michael D. Revell","doi":"10.4018/978-1-7998-1847-2.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-1847-2.ch010","url":null,"abstract":"Although the findings from a 2018 Rand Corporation study reported that restorative practices positively influenced classroom and school-wide socio-emotional attainments, it, however, had little impact upon advancing the academic outcomes of learners of color. The source of this regression emerges through the feedback reported from teachers interviewed. Their feedback revealed that a “lack of time” constrained the development of restorative practices in the classroom. This occurs as the time needed to develop the community through restorative practices was made to compete against the time needed to deliver core academic instruction. As such, the conditions that influence the student's learning are isolated from the conditions that influence the teacher's teaching. This dichotomy routes the routine of planning, preparing, organizing, and executing restorative practices as happing either “TO” or “FOR” rather than “WITH” the delivery of core academic instruction and “THROUGH” epistemological inclinations of culturally-responsive teaching practices.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"23 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":"134156388","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
Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education STEM高等教育中文化响应教学法的教师专业发展
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-5557-6.CH008
Kelly M. Mack, Kate Winter, C. Rankins
{"title":"Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education","authors":"Kelly M. Mack, Kate Winter, C. Rankins","doi":"10.4018/978-1-7998-5557-6.CH008","DOIUrl":"https://doi.org/10.4018/978-1-7998-5557-6.CH008","url":null,"abstract":"This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.","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":"133145698","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
Supporting Faculty in Culturally Responsive Online Teaching 支持教师文化响应在线教学
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-7802-4.CH002
Isis Artze-Vega, P. Delgado
{"title":"Supporting Faculty in Culturally Responsive Online Teaching","authors":"Isis Artze-Vega, P. Delgado","doi":"10.4018/978-1-5225-7802-4.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-7802-4.CH002","url":null,"abstract":"Only recently have we begun to ask what it means for online educators to work at proactively establishing culturally responsive pedagogy and learning experiences in their online classrooms. This chapter contributes to this dialogue by focusing on upon the work of those charged with supporting faculty: faculty developers, including instructional designers. After examining the current state of faculty development in the area of culturally responsive pedagogy online and the challenges therein, the authors offer an institutional case study illustrating several mechanisms through which one substantial Hispanic-serving institution has supported faculty in this critical, challenging work. Although faculty development regarding cultural responsiveness is fraught with challenges, this chapter illustrates manners in which the intersection of online professional development and cultural responsiveness brings powerful opportunities to engage and empower both faculty and students, and shares recommendations for doing so.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"83 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":"122206641","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
The Music Educator's Unique Sphere of Influence 音乐教育家独特的影响范围
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9989-0.ch009
J. Kuehne
{"title":"The Music Educator's Unique Sphere of Influence","authors":"J. Kuehne","doi":"10.4018/978-1-5225-9989-0.ch009","DOIUrl":"https://doi.org/10.4018/978-1-5225-9989-0.ch009","url":null,"abstract":"Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"29 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":"130726710","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
Inspiring Teacher Candidates to Embrace Cultural Diversity 激励教师候选人拥抱文化多样性
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9232-7.CH008
Judi Simmons Estes, Judith Lynne McConnell-Farmer
{"title":"Inspiring Teacher Candidates to Embrace Cultural Diversity","authors":"Judi Simmons Estes, Judith Lynne McConnell-Farmer","doi":"10.4018/978-1-5225-9232-7.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-9232-7.CH008","url":null,"abstract":"One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"22 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":"128775883","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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