Search results for: Culturally responsive teaching
Page 2/3 26 items
The goal of this article is to examine preservice teachers’ perceptions of their learning and teaching experiences in a mentor’s classroom during a year-long field-based placement in a high-need urban school. In addition, the authors sought to examine how the experiences contributed to their professional growth and development as future teachers. The findings indicate that preservice teachers placed in a year-long residency with a supportive mentor experienced a pedagogical fulcrum as they gained confidence while balancing their course learning, authentic involvement in the classroom, and praxis. Additionally, they navigated the tributaries of professionalism as they transitioned from student to educator. The findings suggest that preservice teachers benefited from mentors who were able to help them implement their course learning, and explained the nuances of their pedagogical approaches.
Updated: Dec. 16, 2015
This article examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining the author's views of culturally responsive teaching and how she incorporates cultural responsiveness in her writing to teach readers what it means. The author also discusses of some specific actions essential to its implementation. Excerpts from samples of her own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.
Updated: Nov. 03, 2015
Teachers’ Perspectives on Environmental Education in Multicultural Contexts: Towards Culturally-Responsive Environmental Education
This article explores teachers’ perspectives on enacting environmental education (EE) in a multicultural context. In understanding teacher strategies in adapting EE to a multicultural context and teacher views on the obstacles encountered, the authors found that teacher strategies reflected aspects of progressive EE in extending beyond simple knowledge-awareness to emphasizing changes in behavior and nurturing of ownership. The findings revealed that challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. The findings suggest moving toward practices of culturally-responsive environmental education (CrEE) that demand more than awareness but include interactive dialogue.
Updated: Nov. 10, 2014
The purpose of this article is to describe the results of a teacher–teacher educator collaboration focused on adapting the Center for Research on Education, Diversity, and Excellence (CREDE) standards for Effective Pedagogy for use in early childhood (EC) settings. The CREDE standards are instructional strategies that developed from research on K–12 diverse learners. Participants included 13 preschool teachers and 2 administrators serving 2- to 5-years-olds at a university-based EC center. The authors made changes to criteria for the standards so as to make them more developmentally appropriate, with considerations of language development, a focus on goals that included self management and social skills, and children’s tendencies to be more egocentric and less self-aware. However, the educators generally felt that the CREDE strategies were appropriate for early childhood instruction.
Updated: Jun. 25, 2014
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Updated: Dec. 18, 2013
How to Teach to the Child When the Stakes Are High: Examples of Implementing Developmentally Appropriate and Culturally Relevant Practices in Prekindergarten
This paper addresses the transformations which have affected the field of early childhood teacher education. The article developed a case study of how three exemplar pre-K teachers met these challenges in teaching a diverse population of children in a high-stakes context. Through using the lenses of developmentally appropriate and culturally relevant instructional practices, this study provides illustrations that teacher educators can use with their students to discuss what they can do to be early educators in a high-stakes contexts who focus on children's needs.
Updated: Sep. 15, 2013
Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. The results reveal that the majority of teachers showed evidence of culturally responsive practices. Furthermore, the findings show that the students were able to describe examples of teachers caring for them as culturally located individuals.
Updated: Dec. 25, 2012
Learning to Attend to Culturally and Linguistically Diverse Learners Through Teacher Inquiry in Teacher Education
In this article, the authors sought to understand how student teachers (STs) in a teacher credential program with a history of attention to diverse learners were learning about their culturally and linguistically diverse (CLD) students through Teacher inquiry (TI). STs took actions of various kinds to learn about diverse students: researching contexts and histories; examining student work and performance at full-class, subgroup, and individual levels; and asking and listening beneath the surface to students’ reasoning, attitudes, beliefs, and concerns about school learning and other issues. However, TI elements were used to varying degrees, in various ways, and with varying levels of success.
Updated: May. 28, 2012
Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Updated: Nov. 03, 2011
Studying the “I” in our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University
The authors report how the cultural identities of three Black professors influence their pedagogy at a rural, predominantly white, university in the USA. This study includes the voices of two other colleagues as critical friends to the discourse to facilitate perspective and completeness. Findings from the study revealed that the sense of being or identity did contribute to pedagogical style, perceptions of and responses to personal and professional challenges, including interactions with colleagues. The authors recommend the use of co-auto-ethnographic self-study with critical friends as an important methodology to guide faculty members as they engage in social justice teaching practices.
Updated: Jan. 30, 2011