Search results for: Culturally relevant education
Page 3/4 37 items
The authors argue that it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. The authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These dimensions include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions.
Updated: Dec. 30, 2012
In this article, the author describes his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice. The author is influenced by Freiré (1974/1998), who encourages socially conscious educators to place issues of social injustice at the center of pedagogy. However, the author works as an educator in a school primarily serving affluent white students. He finds that his students resist this multiculturally based social justice approach to humanities education. In this article, the author has described how he changed his selection of texts in response to student needs.
Updated: Oct. 16, 2012
Developing Sociopolitical Consciousness at Freedom Schools: Implications for Culturally Responsive Teacher Preparation
This paper describes the programmatic ways in which the Children’s Defense Fund Freedom Schools® program develops culturally responsive teaching practices amongst its summer interns, particularly in the area of developing sociopolitical consciousness. This research aims to serve as a case for lessons to be learned by traditional, university-based teacher education programs committed to preparing teachers to teach in culturally responsive ways.
Updated: Jul. 30, 2012
The current study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization.
Updated: Feb. 07, 2012
Preservice Teachers’ Sense of Preparedness and Self-Efficacy to Teach in America’s Urban and Suburban Schools: Does Context Matter?
This study examined the influence that school contextual factors have on American preservice teachers’ sense of preparedness to teach and culturally responsive teaching self-efficacy appraisals. The results indicate that preservice teachers’ culturally responsive teaching self-efficacy beliefs were significantly higher when these appraisals were made in a suburban school context rather than an urban school context. Furthermore, preservice teachers’ culturally responsive teaching self-efficacy beliefs were not stable but varied as a result of the context in which the appraisals were made.
Updated: Nov. 30, 2011
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
This article describes Te Kotahitanga which is a research and professional development project. This project aims to support teachers to raise the achievement of New Zealand’s indigenous Māori students in public/mainstream classrooms. The article focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students.
Updated: Jul. 26, 2011
In this article, the author explores the relationships and responsibilities of family members to each other in Micronesian cultures and implications for Micronesian parent priorities that may affect their children's schooling. The system of family obligations in Micronesian cultures is described. Furthermore, the role of the family in the priorities and behaviors of Micronesian families around schooling of their children is explored. The author argues that understanding these cultural traditions may help teachers and administrators better assist immigrant Micronesian families and their children to be successful in American schools.
Updated: Mar. 02, 2011
Special Education Faculty Perceptions of Participating in a Culturally Responsive Professional Development Program
The goals of this study were to determine special education faculty members' perceptions of the culturally responsive professional development program and how it impacted them and their practice. The authors conducted interviews with 12 White faculty members from a large Western university's special education program. Faculty expressed likes and dislikes of the program and provided suggestions for future professional development. Faculty reported increased understanding of culturally responsive practices and the impact of culture and language in education. They indicated they had made changes in their curriculum, assessment, pedagogy, and supports provided.
Updated: Jan. 23, 2011
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Updated: Aug. 29, 2010