Spelling suggestions: "subject:"culturallyrelevant pedagogy"" "subject:"partiallyrelevant pedagogy""
1 |
Professional development : the use of culturally relevant pedagogy as a frameworkRothrock, Racheal Marie 17 February 2011 (has links)
Culturally relevant pedagogy (CRP) has become increasingly used within academe. There has not been much research, however, into how much CRP is being used within the public school system. I am particularly interested in the area of professional development. This report seeks to answer the questions, how have issues of diversity influenced professional development in the past, and how is the theoretical framework of culturally relevant pedagogy (CRP) used within professional development today? I begin with the reasoning behind my exploration of these questions and the problems that we are facing today within the educational system. I then provide an in-depth description of what I understand to be culturally relevant pedagogy. A historical survey of culturally-centered professional development is then presented, followed by a look at current research and writing on culturally relevant professional development. / text
|
2 |
Beliefs and Instructional Practices of Culturally Relevant Educators: A Qualitative Case StudyVarian, Nancy Aiken 17 December 2008 (has links)
No description available.
|
3 |
Mapping the terrain of culturally relevant science classroomsDodo Seriki, Vanessa 31 March 2011 (has links)
No description available.
|
4 |
The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her StudentsHamilton, Bennyce E. 24 September 2008 (has links)
No description available.
|
5 |
On the Journey to Becoming Culturally Responsive in a High School Choir Classroom: A White Woman’s AutoethnographyDissinger, Meagan Elizabeth January 2019 (has links)
Application of the culturally responsive teaching (CRT) initiative to practice may be challenging because each school community is unique. The individualized nature of CRT renders that research on successful CRT practices is only mildly, if at all, applicable to practicing teachers. As a result of these barriers, little is known about the process of becoming culturally responsive. The purpose of this study was to document my process in seeking to become a culturally responsive music educator.
Critical Race Theory shaped this study. The emphasis on white culture in public high school choir curricula does not reflect the diverse populations in music classrooms today. Many of these classrooms are led by white teachers like myself, requiring that we interrogate our race and how often it affects the learning environment in our classrooms.
Autoethnographic methods were used in this study. Three sources of data were gathered: my journal, lesson plans, and other teaching artifacts including student work. The data were then condensed into three stories: a) the story of me; b) the story of my teaching; c) the story of my students. Self-reflection, self-assessment, and self-analysis took place through questioning which included: a) “How does my whiteness affect my teaching?” b) “How often were suggestions from scholarship used?” c) “How did my attempts at culturally responsive teaching affect my students?”
Through this work, I found that developing awareness of my whiteness, my biases, and assumptions, and how they influence my instructional choices was the most important step towards CRT. I often observed myself in a self-imposed binary: either I was ‘successful’ or ‘a failure’ at being culturally responsive. My disposition about CRT has changed because now I understand that teaching responsively is not a binary but a continuum. Each day I may exist in a different place on the continuum. Therefore, I will always be becoming culturally responsive.
An individual’s process of becoming culturally responsive can only be learned through autoethnographic techniques. Additional autoethnographies conducted by teachers who are attempting to become culturally responsive may assist in finding trends.
|
6 |
Creating Spaces For Culturally Responsive Pedagogy Amid Standards Driven Curriculum In Secondary School English/Language Arts ClassesUnknown Date (has links)
This hermeneutic phenomenological study emerged from concerns about the ways
teachers’ pedagogical practices are affected by growing diversity in their classrooms and
continuous education reform. Drawing on the perspectives of critical pedagogy and
postcolonial literary theory, this study also explored the tension that exists between what
students ought to learn in schools and what they actually learn. Data was gathered
through two interviews and a classroom observation with each of eight high school
language arts teachers in South Florida to gain an understanding of how they use their
pedagogical practices to navigate changes that occur in the practice field and create
spaces to utilize culturally responsive pedagogy in their implementation of the current
secondary school English/Language Arts curriculum. Teachers’ reflections on their
experiences, descriptions of the climate of their practice and how teachers create spaces
for culturally responsive pedagogy were analyzed to consider how their pedagogical practices conform to or challenge the structural and normative assumptions of the
practice field.
Findings revealed that despite the constraints imposed on their pedagogy by
education reform, including standardization of their practice, all teachers used culturally
responsive pedagogy in their classrooms to achieve state mandated goals, albeit at a
foundational level. While teachers unencumbered by standardized testing expressed
higher levels of freedom to make pedagogical choices in their classrooms, all participants
suggested that prescribed curriculum and resources could do more to represent students’
needs and growing diversity in schools rather than standardized assessments.
Furthermore in their implementations of culturally responsive pedagogy, teachers
continue to use students’ voices to represent standardized curriculum and universal
literary themes rather than establishing them as curriculum in their own right. As such,
this study’s findings extend discussions by educational and postcolonial literary theorists
regarding whose knowledge has legitimacy as a part of curriculum especially in a
practice field that emphasizes student performance at state mandated levels above all
else. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection
|
7 |
Critical analysis of culturally relevant pedagogy and its application to a sixth grade general music classroomGardner, Kimberly Rene 01 May 2015 (has links)
Culturally relevant pedagogy (CRP) has been a topic in education since 1995. Since Gloria Ladson-Billings presented her grounded theory, some teachers have adopted this approach in general education. According to limited data-based resources specifically about music education and CRP, it seems that music educators might have limited knowledge of what CRP is and how to implement its tenets effectively in their classrooms. This thesis is a critical analysis of CRP through a discussion of each of its three components: academic success, building cultural competence, and sociopolitical consciousness. After a brief history of multicultural education and some background on Gloria Ladson-Billings and her research projects that suggest effective ways to educate African Americans, the ideas of CRP are applied to a sixth grade general music setting. Recognition of teachers’ own biases, as well as their cultural values, is presented as an important part of building cultural competence for themselves and their students. Sociopolitical consciousness has the potential to empower students to address inequities and when music educators use CRP in their classrooms they help affirm and celebrate student culture.
Applying the tenets of CRP, music standards and benchmarks are used to develop a unit on hip-hop music and culture. This model can be adapted to other contexts for music educators to use in their classrooms. Background information is provided of the art form to help guide understanding and explore its application to music education to suggest further research on this topic.
|
8 |
Towards a Common Center: Locating Common Characteristics of African Centeredness in an Independent African Centered Learning EnvironmentBright, Garfield R, Jr 02 May 2012 (has links)
As a culturally relevant alternative to traditional public school environments, Independent African Centered schools feature a particular type of culturally relevant pedagogy. This study explored the teachers’ and administrator’s perceptions and applications of African Centered pedagogy in an African Centered school. Interviews, observations and a document review served as the source of data for this study. This basic interpretive study utilized a qualitative research design to explore the perceptions and application of African Centeredness among the participants.
An analysis of the data revealed categories and themes related to the school’s mission and the participants’ perceptions and performance of African-centered pedagogy. Three general conclusions were drawn from the findings. Implications for theory, study limitations and recommendations for future research are provided.
|
9 |
Understanding the cultural relevance of physical education and health from the perspective of female high school graduates from diverse backgroundsChhin, Sopear 30 July 2015 (has links)
This purpose of this interpretive research study was to deepen our understanding of the meaning of culturally relevant physical education and health pedagogy (Ladson Billings, 1994; Halas, McRae & Carpenter, 2012) from the perspective of racialized minority women. Four female students from diverse backgrounds participated in a talking circle where they discussed their experiences in physical education and health (PEH) settings. Wilson’s (2008) idea of relational accountability, as described through Indigenous approaches to research, was used to help interrogate and interrupt systems of privilege, power and marginalization that characterize many PEH settings. The findings reveal the on-going need for culturally relevant pedagogical approaches that encourage, affirm and recognize the cultural landscapes of students. More research is needed to understand how students can be motivated to learn and grow in ways that develop their critical social consciousness regarding the social inequities that impact their PEH experiences. / October 2015
|
10 |
AFRICAN AMERICAN MALES' ACHIEVEMENT IN LITERACY AT A MEDIUM-SIZED SCHOOL DISTRICTLong, Sheila Faye 01 May 2017 (has links)
AN ABSTRACT OF THE DISSERTATION OF SHEILA LONG, for the Doctor of Philosophy degree in CURRICULUM AND INSTRUCTION, presented on April 4, 2017, at Southern Illinois University Carbondale. TITLE: African American Males’ Achievement in Literacy at a Medium-sized School District MAJOR PROFESSOR: Dr. John McIntyre, Examination Committee Chair The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males’ academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male students about the use of culturally relevant pedagogy in their classrooms. Culturally relevant pedagogy is defined operationally as “student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world.” Culturally relevant pedagogy is consistent with students’ values and culture that ensures academic achievement while still meeting the expectations of the school district and state requirements. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey of 20 questions that was completed by 8 3rd grade teachers. A small sample size. The data was analyzed using matched pair T-Test of teachers’ perceptions of culturally responsive literacy use in the classrooms and African American males’ vocabulary. In addition to the surveys, Pre- and Post-Vocabulary Tests were collected from 47 3rd grade African American males who attend school in this predominantly white school district. Phase II of the study was a convenience sample of 9 3rd grade teachers and 19 African American males 3rd grade students. I investigated the students’ perceptions of culturally responsive pedagogy through the use of the Journeys (2013) basal series in classrooms. The data was collected and analyzed using interviews and observations. The following questions were addressed to explore the research topic: First, how does the use of culturally responsive pedagogy increase African American males’ achievement in literacy as measured by I-Ready assessment? Second, what perceptions do teachers have about the use of culturally responsive pedagogy in their classrooms? Third, what perceptions do third grade African American male students have about the use of culturally responsive pedagogy in their classrooms? The findings of the study showed that African American males’ literacy scores increased with the implementation of culturally responsive pedagogy using the Journeys’ (2013) Basal series.
|
Page generated in 0.049 seconds