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Research Anthology on Culturally Responsive Teaching and Learning最新文献

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Using Reflection to Explore Cultural Responsiveness of Preservice Teachers 运用反思探究职前教师的文化反应性
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-2963-7.CH009
Louise Whitelaw, L. M. Taddei
{"title":"Using Reflection to Explore Cultural Responsiveness of Preservice Teachers","authors":"Louise Whitelaw, L. M. Taddei","doi":"10.4018/978-1-5225-2963-7.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-2963-7.CH009","url":null,"abstract":"Preservice teachers need experiences that prepare them to work in a variety of settings with a diverse population. Teacher education programs work with mentor teachers and partner schools to provide preservice teachers with time to practice cultural responsiveness. Reflection can be used to explore and discuss these experiences. This chapter will include information on preparing culturally responsive educators with the use of advocacy and reflection, early hands-on experiences, and collaborative professional development. The study involved mentor teachers who reflected on the cultural responsiveness of students placed in their classroom. Preservice teachers completed a survey reflecting on their cultural responsiveness. Preservice teachers need opportunities to work in diverse settings with mentor teachers who support them through the process, and then opportunities to reflect on experiences. The feedback loop between teacher education programs, preservice and mentor teachers is a critical component to successfully preparing culturally responsive teachers.","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":"131381474","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-Connected Integrated STEM Instruction 文化关联的STEM综合教学
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3652-0.CH007
Tiffany Powell
{"title":"Culturally-Connected Integrated STEM Instruction","authors":"Tiffany Powell","doi":"10.4018/978-1-7998-3652-0.CH007","DOIUrl":"https://doi.org/10.4018/978-1-7998-3652-0.CH007","url":null,"abstract":"This chapter provides an overview of integrative STEM instruction through the lens of culturally connected practices as a foundation for elementary learners. The integrative STEM model can be a catalyst for increasing the number of culturally diverse, competent contributors to the STEM field. At the heart of an integrative approach to STEM instruction, students are exposed to rich science, technology, engineering, and mathematics content in ways that propel culturally diverse students to dive into these once exclusive bodies of knowledge with zeal and confidence. The only way this can occur is by having teachers whose belief systems 1) support the importance of rigorous learning, 2) are willing to challenge the status quo, and 3) who are adequately versed in culturally responsive teaching approaches. Additionally, this chapter highlights the implementation of Wheel Instruction for Integrative STEM through two professional development cycles within an urban school district in the New York State Capital Region.","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":"115577887","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
Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings 文化、种族或语言多样化背景下的教师入门
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5228-4.CH011
I. Kozikoğlu
{"title":"Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings","authors":"I. Kozikoğlu","doi":"10.4018/978-1-5225-5228-4.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-5228-4.CH011","url":null,"abstract":"The first year in teaching is a special period, and beginning teachers face many challenges in induction period. Current demographic changes all around the world bring about an increasingly diverse student population with different cultural, ethnic, and linguistic backgrounds. The purpose of this chapter is to explicate teacher induction in culturally, ethically, or linguistically diverse settings. Accordingly, teacher induction is clarified within the framework of culturally responsive teaching. As the concern of education is to be responsive to students' diverse cultural or linguistic backgrounds in culturally responsive teaching, it is considered to be appropriate pedagogy for beginning teachers in diverse settings. Furthermore, beginning teachers' relationships in the learning community and larger society have great importance in induction period. Therefore, this chapter aims to clarify the scope of beginning teachers' relations with students, parents, and larger society in culturally diverse settings.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"7 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":"114913636","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
Considering Diversity in L2 Teacher Education 论第二语言教师教育的多样性
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8543-5.CH008
Sheri K. Dion
{"title":"Considering Diversity in L2 Teacher Education","authors":"Sheri K. Dion","doi":"10.4018/978-1-5225-8543-5.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-8543-5.CH008","url":null,"abstract":"This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"73 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":"129629852","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
Working With Immigrant Children and Families 与移民儿童和家庭一起工作
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-5089-2.ch015
Hae Min Yu
{"title":"Working With Immigrant Children and Families","authors":"Hae Min Yu","doi":"10.4018/978-1-7998-5089-2.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-5089-2.ch015","url":null,"abstract":"This chapter discusses ways of understanding and supporting immigrant children and families. Sociocultural theory and a funds of knowledge framework are introduced to provide pertinent guidelines for early childhood education leadership who is working with immigrant children and families. Looking deeply at the experiences and challenges of immigrant children and families, this chapter proposes that leaders need to ask new questions about the complex realities of immigrants in the U.S. schools in order to respond more effectively to their needs and provide more equitable education for all children. Recommended practices include employing the lens of culturally responsive teaching. It challenges deficit views and negative labels against immigrant children and families, invites early childhood education leadership to rethink curriculum and assessment, and explores ways of empowering immigrant families and communities.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"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":"129058965","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
Utilizing Culturally Responsive Teaching in an SEL Curriculum 在SEL课程中运用文化反应教学法
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-3331-4.ch009
Ronald D. Morgan, S. Rodríguez, S. Rakich
{"title":"Utilizing Culturally Responsive Teaching in an SEL Curriculum","authors":"Ronald D. Morgan, S. Rodríguez, S. Rakich","doi":"10.4018/978-1-7998-3331-4.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-3331-4.ch009","url":null,"abstract":"Schools are increasing the use of social emotional learning (SEL) curriculum, especially at the elementary level. As this trend continues, it's important to examine the SEL curriculum and the competencies that define it. While there are similar definitions for explaining what's involved in SEL, most educators agree that it's basically the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, in order to help them make more responsible decisions. In this chapter, the detailed elements of SEL will be reviewed first, followed by an overview of the basic tenets of culturally responsive teaching. Additional cultural needs that today's elementary, middle, and high school students face will also be addressed in this chapter. The last part of the chapter will discuss the importance of merging SEL and culturally responsive teaching in co-existence in order to develop a stronger curriculum for creating equitable outcomes for diverse groups of students.","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":"126875397","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
Understanding Culturally Responsive Play Through Drama-Based Pedagogy 通过戏剧教学法理解文化反应性戏剧
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-5089-2.ch014
Holly McCartney, Joshua Rashon Streeter, A. Bodle
{"title":"Understanding Culturally Responsive Play Through Drama-Based Pedagogy","authors":"Holly McCartney, Joshua Rashon Streeter, A. Bodle","doi":"10.4018/978-1-7998-5089-2.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-5089-2.ch014","url":null,"abstract":"In this chapter, the authors outline three critical professional and ethical considerations for school leaders in early childhood settings to consider when examining the importance of including play in early childhood curricula. Beginning with an exploration of the critical role play serves in the lives of young children and positing that fundamentally, play is broadly supported across the domains of early childhood through theoretical and empirical work as well as more recent scientific support from neurological research. The authors outline a broader definition of play beyond a Eurocentric vision, and the ways in which school administrators can and should view play as culturally responsive pedagogy through the use of drama-based pedagogy.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"26 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":"130053162","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
Story Cubing Strategies 故事立方体策略
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9348-5.CH006
Michelle L. Amodei, Laura J. Strong
{"title":"Story Cubing Strategies","authors":"Michelle L. Amodei, Laura J. Strong","doi":"10.4018/978-1-5225-9348-5.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-9348-5.CH006","url":null,"abstract":"Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"8 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":"133899592","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
Exploring Cultural Responsiveness in Literacy Tutoring 探究读写辅导中的文化响应性
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0000-2.ch006
Dana L. Skelley, Margie L. Stevens, Rebecca Anderson
{"title":"Exploring Cultural Responsiveness in Literacy Tutoring","authors":"Dana L. Skelley, Margie L. Stevens, Rebecca Anderson","doi":"10.4018/978-1-7998-0000-2.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-0000-2.ch006","url":null,"abstract":"Embracing a culturally responsive teaching pedagogy in classrooms is one means for addressing literacy inequities with students of color. Afterschool literacy tutoring is another means of addressing these inequities, but little is known about implementing culturally responsive teaching in afterschool environments. This qualitative case study explored how cultural differences impacted an urban elementary afterschool literacy tutoring program. Grounded in participatory literacy theory, the authors conclude that it is normal for cultural differences to occur and cause disruptions during tutoring; however, culturally responsive teaching can mitigate these interruptions through developing caring relationships, creating a safe learning environment, implementing a participatory student-centered curriculum using online resources, and critiquing social inequalities. The discussion offers seven principles of culturally responsive teaching to use in literacy instructional environments.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"37 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":"131912598","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: 8
How to Be Interculturally Responsive to Your English Language Learners' Writing Needs 如何对英语学习者的写作需求做出跨文化反应
Research Anthology on Culturally Responsive Teaching and Learning Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-1962-2.ch003
Kathryn J. Jones, Jason R. Mixon
{"title":"How to Be Interculturally Responsive to Your English Language Learners' Writing Needs","authors":"Kathryn J. Jones, Jason R. Mixon","doi":"10.4018/978-1-7998-1962-2.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-1962-2.ch003","url":null,"abstract":"The goal of this chapter is to provide an overview of intercultural responsiveness (IR) in conjunction with taking an extensive inquiry into the three IR components. The knowledge of and strategies for cultural awareness, intercultural sensitivity, and cultural responsiveness are presented to edify and cultivate teachers of English language learners. With the foundational background of IR, educators will then be able to support their ELLs while they learn the writing process. It is understood from seminal research that all students that are learning to write will proceed within a prescribed sequence; additionally, the language learners will follow phases of second language acquisition (SLA) in their own progression. This chapter will review the phases of SLA, the five-step writing process resulting in recommendations that will benefit ELLs, and enhancements in pedagogy for teachers to subsist their instructional practices.","PeriodicalId":383709,"journal":{"name":"Research Anthology on Culturally Responsive Teaching and Learning","volume":"97 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":"117317657","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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