Spelling suggestions: "subject:"culturallyresponsive teaching"" "subject:"multiresponsive teaching""
31 |
Barriers to Restoration In The ClassroomProctor, Elizabeth Nicole 03 August 2023 (has links)
No description available.
|
32 |
Equitable and inclusive classrooms: A case study exploring student experiences on culturally responsive teachingRussell, Christien 01 May 2020 (has links)
Culturally responsive teaching (CRT) was birthed from the framework of multicultural education. Multicultural Education is a broad framework that focuses on equity amongst race, ethnicity, gender, sexual orientation, socioeconomics, disabilities, and other groups who identified as marginalized. Culturally responsive teaching encompasses the ability to acknowledge cultural differences, expand diversity of thought, all while having a caring relationship with students. The literature says that both of the multicultural education and CRT, help foster inclusive classrooms and spaces on campus. CRT also notes that a teacher’s ability to care about students influences positive outcomes for learning. For the last 30 years, CRT has been studied from the perspective of K-12 students. While this research is important the researcher argues that culturally responsive teaching is needed at the university. All research questions for this study were created through the lens of multicultural education, CRT, and Nodding’s Caring Theory. Since CRT is typically examined with minority students only, the researcher explored both minority and White students at Mississippi State University to understand if the techniques were equitable and inclusive for all learners. A total of eight focus groups were held between Fall 2017 to Fall 2019 with 39 total participants, undergraduate (n=28) and graduate students (n= 11). Participants included mostly minority students (n=21) and females (n= 21). While there were some major differences between undergraduate and graduate CRT experiences, there were more commonalities that arose when theming occurred. Students from all focus groups were able to identify at least five out of the six characteristics of culturally responsive teaching; however, minority students were able to talk about feelings of exclusion inside and outside of the classroom, as it pertained to the racial and ethnic identity. Minority students were better able to identify what culturally responsive teaching means and what it looks like in practice. Minority students were also more reflective in their responses around feeling included and excluded both inside and outside of the classroom. All students wanted a teacher that cared for them and to make the course material relevant to their lives.
|
33 |
Community College Faculty’s Perceptions of Culturally Responsive TeachingTolbert-Hurysz, Sarah 01 December 2022 (has links)
This qualitative study sought to understand community college faculty’s perceptions of and experiences with culturally responsive teaching. Participants were full- and part-time faculty currently employed at community colleges in the Southeastern United States and purposefully selected to provide information-rich data. Data collected from the semi-structured, in-depth interviews with the participants were coded and thematically analyzed. Emerging themes included faculty’s inclusion of varied categories of cultural diversity when describing students; limited knowledge related to culturally responsive teaching; perception that culturally responsive teaching is centered on connecting and building relationships with students; belief in the value of providing students exposure to different cultures; perception that culturally responsive teaching increases students’ employability; perception of numerous challenges with the implementation of culturally responsive teaching; identification of current strategies they believed reflected culturally responsive teaching practice; recognition of the need for more professional development related to culturally responsive teaching; desire for professional development experiences with practical strategies; and identification of the challenges related to professional development. The findings may inform community colleges’ implementation of culturally responsive teaching and related professional development, as well indicate areas where more research about culturally responsive teaching in community colleges is needed.
|
34 |
Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation ProcessCohen, Matthew January 2013 (has links)
No description available.
|
35 |
Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and LearningSkon, Jane 25 June 2012 (has links)
No description available.
|
36 |
Perceptions of How Middle School Teachers Utilize Culturally Competent Pedagogy and Practice for Positive Student, Family, and Peer RelationshipsFrye, Kisha Tiala 15 March 2024 (has links)
The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom.
This qualitative study design, conducted in an urban public-school division in central Virginia, employed a teacher interview protocol questionnaire featuring open-ended questions. The primary objective was to investigate how middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers.
The resulting findings indicated teachers established cultural awareness and diversity to build and maintain relationships, communicated effectively through conferencing and discussions with their students, and communicated effectively through emails and in-person with their students' families. Teachers used multiple communication strategies for parent involvement, such as phone calls, text messages, emails, conferences, and social media. Students sharing life experiences during discussion helped them understand the material and establish classroom culture and diversity. Thus, implications indicated school divisions and building administrators should continually participate in cultural competence training, provide teachers with professional development to establish regular and consistent communication channels with students' families to build positive relationships, provide teachers with professional development to implement culturally responsive pedagogy, provide time for teachers to incorporate open-ended questions and alternative perspectives into lessons to stimulate critical thinking, and building-level administrators should foster a school culture that embraces diverse values by establishing and consistently reinforcing clear expectations of respect for all students and adults. / Doctor of Education / The purpose of this study was to identify the strategies that middle school teachers utilize when incorporating culturally responsive pedagogy and practices to build positive relationships with students and families while building and maintaining positive student-peer relationships in the classroom. The synthesis of the literature review and the results of this study may perhaps provide information that would support middle school teachers not only with the ability to build relationships with their students and their families and positive peer relationships but also improve cultural knowledge to increase and enhance academic achievement and decrease discipline concerns.
A qualitative study design was used in one urban public-school division in the central region of Virginia, which incorporated a teacher interview protocol questionnaire with open-ended questions. The researcher sought to examine: How do middle school teachers utilize and incorporate culturally responsive pedagogical practices to build and maintain positive relationships with students, families, and peers? An analysis of the responses to the interview questionnaire from the middle school teachers revealed strategies used consistently and inconsistently throughout the sample. From the findings, implications for practices and recommendations for future studies were supplied.
|
37 |
How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School DivisionByrd-Wright, Angela Nicole 26 February 2020 (has links)
Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students.
The research questions guiding this qualitative study were (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? The results indicated that the purposive sample of high school and middle school principals (n = 7) exhibited critical consciousness (self-awareness) and interrelationships amongst teachers and students; communication and being present; and, data- driven decision-making. The purposive sample of high school and middle school mathematics teachers (n = 23) exhibited content knowledge that allowed for differentiated instruction inclusive of building conceptual understanding through multiple mathematical representations; and, engaged their students in mathematical discourse requiring students to reason and justify their solutions. Thus, such actions created a familial-like atmosphere inherent in optimal learning environments for African American students. Students with culturally responsive teachers performed better on division-wide assessments, with the effect of reducing the achievement gap between African American and White students compared to teachers not self-identified as having high levels of cultural responsiveness with results statistically significant at the 0.01 level after conducting a two-proportions z-test. / Doctor of Education / The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students. The synthesis of the literature review and the results of this study could provide information that would assist school leaders and teachers in not only understanding their respective roles impacting and influencing the mathematics performance of African American students at the high school and middle school levels, but also understanding the pedagogical, conceptual understanding, and leadership practices and factors that can lead to this improvement.
A qualitative study design was used in one urban Virginia school division encompassing a preliminary screening of high school and middle school principals and mathematics teachers; observations of high school and middle school principals and mathematics teachers; and, a culminating culturally responsive leadership practices survey. The researcher sought to examine (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? Data from division-wide assessments demonstrated that the students of culturally responsive teachers performed better and with a reduced achievement gap between African American and White students compared to teachers not having self-identified with high levels of cultural responsiveness. Observations from the high school and middle school principals and mathematics teachers revealed specific behaviors and strategies used consistently across the sample. From the findings, implications for practices and recommendations for future studies were rendered.
|
38 |
An Overview of Contributing Frameworks to Culturally Sustaining PedagogySoli, Sarai Clemente 26 July 2024 (has links) (PDF)
Culturally Sustaining Pedagogy (CSP) is a framework designed to help traditionally marginalized students. Other frameworks have previously tried to draw on culture to help students in similar ways. However, Paris (2012b) claimed that the word sustaining enclosed a meaning of maintaining and enhancing these students' language and cultural practices that no other frameworks did until that point. There is some confusion for educators and others about CSP since it is a newer framework and that there are many of these cultural frameworks analyzing similar concepts. Therefore, the purpose of this literature review was to examine these previous main frameworks that Paris cited as influencing culturally sustaining pedagogies (i.e., funds of knowledge, culturally responsive pedagogy, culturally relevant pedagogy, and culturally responsive teaching) and how these frameworks overlap with the four main key features of CSP. These four key features are: (a) centering of dynamic communities, their valued languages, practices, and knowledge across the learning setting; (b) student and intergenerational community agency and input; (c) working to be in good relationship with the land, with students, and communities; and (d) structured opportunities to contend with internalized oppressions, false choices, and inward gazes (Paris, 2021). The level of emphasis of each key feature by the main frameworks was also highlighted. Findings illustrate that the first CSP key feature was the most predominant since it was found in all previous frameworks. On top of that, the main framework that has influenced CSP the most is Culturally Relevant Pedagogy by Ladson-Billings since the four CSP features were represented in this framework.
|
39 |
The Stories We Tell: An Examination of the Use of Disability Narratives in Pre-Professional EducationFialkowski, Kathryn, 0000-0003-4556-3870 05 1900 (has links)
Ethical respect for others is central to culturally-responsive teaching. While a variety of research in higher education has examined the use of narratives to foster ethical respect for different cultural groups, there has been little research on using narratives to foster an ethical respect for people with disabilities. Two questions informed this study: (1) What kinds of disability narratives are available? and (2) What kinds of narratives are used in pre-professional education? Question 1 was addressed by drawing on an examination of the scholarship of other culturally adjacent categories and content analysis conducted on the descriptions of a small sample of seventeen disability-related narratives from across a wide range, for example graphic novels, and fiction such as kid-lit, young adult lit, and adult literature and so on. That analysis established that the historically dominant framing of disability is the pathography, a narrative that focuses on medical diagnoses, problematizes disability and focuses on reductive limitations. Two genres speak to the dominant pathologized framing: inclusion literature and illness narratives. Two counter-narratives embody what it is to experience the body/mind with this particular disability: somebody narratives which are written by individuals with disabilities, and caregiver narratives which discuss the proximate lived experience of an intimate, ally, or caregiver. Within these four classes of narratives, 16 discrete sub-genres were identified as a proposed disability-genre taxonomy. Question 2 was addressed by an employing the genre taxonomy to examine of a sample of nine syllabi and 98 narratives from courses designed for pre-professionals in the field of disability. Two additional subgenres were identified for a total of 17 discrete subgenres. Analysis revealed that narratives appear to be chosen on the basis of authors’ lived experience of disability. Of the seventeen possible genres from which to choose, 80% of the narratives were of one of four genres: endure accept or accommodate illness narratives, protest narratives, liberatory narratives, and self-revealing narratives. Understanding the range of disability-related genres that are available and used will allow researchers to do more nuanced analyses of how narratives are taken up by pre-professionals, will allow professors to make more informed decisions about their curricular choices, and presents new models by which professionals can encourage self-narrative texts written by individuals with disabilities. / Educational Leadership
|
40 |
The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instructionHernandez, Cecilia M. January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students’ cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and construct knowledge; b) illustrate social justice and prejudice reduction; and c) develop students academically during science and mathematics instruction.
In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers’ abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subtheme could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content, (2) fostering positive student-student interactions, and (3) creating a safe learning environment. Results also indicated that these student teachers demonstrated their ability to develop students academically by creating opportunities for learning in the classroom through their knowledge of students and by the use of research-based instructional strategies. However, based on the data collected as part of this study, the student teachers’ abilities to illustrate or model social justice during science and math instruction were not demonstrated.
|
Page generated in 0.6528 seconds