Search results for: Culturally responsive teaching
Page 3/3 26 items
In this article, the authors reflect on the preparation of teachers for English learners (ELs). The authors also articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.
Updated: Apr. 27, 2010
Cross-Cultural Immersion in China: Preparing Pre-Service Elementary Teachers to Work with Diverse Student Populations in the United States
This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents.
Updated: Oct. 21, 2009
Building Cultural Responsiveness in Rural, Preservice Teachers Using a Multicultural Children's Literature Project
The purpose of this study was to describe the qualities of preservice early childhood teacher response to a multicultural children's literature project. Furthermore, the study aimed to evaluate the project as a means for developing culturally responsive teaching practices in preservice early childhood teachers. The Students' responses indicated that the reading of multicultural children's books enabled the future early childhood teachers to identify more closely with people of a culture other than their own and to develop knowledge, empathy, and commitment to improving the well-being of their future students.
Updated: Jun. 11, 2009
This article investigates a New Zealand Pākehā (European) teacher's professional development experience working with Māori (indigenous people of New Zealand), and their protocols and practices. The article discusses a participant observer process of living on a marae (Māori congregational place), working with Māori, experiencing Māori protocols and practices on a daily basis.
Updated: Apr. 01, 2009
Two culturally responsive scales, Culturally Responsive Teaching Self-Efficacy Scale (CRTSE), and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale, written by author—were developed and administered to a sample of preservice teachers in the Midwest. Findings suggest preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. The preservice teachers were the lowest in letting their student maintain their native tongue to keep their cultural identity.
Updated: Jun. 19, 2008
The article discusses the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE), which were developed and administered to a sample of preservice teachers in the Midwest. Outcomes suggest greater teacher efficacy in the ability to help students feel important and develop positive, personal relationships, than in their ability to communicate with English Language Learners.
Updated: Dec. 11, 2007