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Relevant bibliographies by topics / Culturally Relevant Teaching Practices

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Academic literature on the topic 'Culturally Relevant Teaching Practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Culturally Relevant Teaching Practices"

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Penderi, Effie, and Evdokia Kokouvinou. "Greek Primary School Teachers’ Reported Practices Concerning the Implementation of Culturally Responsive Teaching: The Culturally Responsive Practices Questionnaire (CRPQ)." World Journal of Educational Research 6, no. 2 (2019): 270. http://dx.doi.org/10.22158/wjer.v6n2p270.

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<p><em>The purpose of this study was to examine Greek primary school teachers’ reported practices regarding culturally responsive teaching. A questionnaire with 29 items was constructed, based on a number of relevant international research tools. Participants were 187 primary school teachers, in Northern Greece. Exploratory factor analysis revealed three psychometrically robust factors, Utilization of students’ cultural capital, Development of culturally responsive learning environments and Collaboration with parents and differentiated teaching. Items with the highest mean score se

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Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.

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Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources i

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Murray-Orr, Anne, and Jennifer Mitton. "Middle Years Teachers’ Critical Literacy Practices as Cornerstones of Their Culturally Relevant Pedagogies." LEARNing Landscapes 14, no. 1 (2021): 249–63. http://dx.doi.org/10.36510/learnland.v14i1.1047.

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Critical literacy is widely accepted as an important element of culturally relevant pedagogy. In this article, we detail results of a study into how six teachers in rural Eastern Canada purposefully incorporated critical literacy into teaching and learning activities in their classrooms from a culturally relevant pedagogical stance. Findings highlight teachers’ intentional planning that embeds critical literacy, critical literacy in the wider community, and use of multimodal practices in teaching for critical literacy. The critical literacy practices of these teachers reflect their thinking ab

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Benson, Barbara E. "Framing Culture within Classroom Practice: Culturally Relevant Teaching." Action in Teacher Education 25, no. 2 (2003): 16–22. http://dx.doi.org/10.1080/01626620.2003.10463301.

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Nam, Younkyeong, Gillian Roehrig, Anne Kern, and Bree Reynolds. "PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS." International Journal of Science and Mathematics Education 11, no. 1 (2012): 143–67. http://dx.doi.org/10.1007/s10763-012-9372-x.

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Pejaner, Karizza Jane, and Voltaire Mistades. "Culturally Relevant Science Teaching: A Case Study of Physics Teaching Practices of the Obo Monuvu Tribe." Science Education International 31, no. 2 (2020): 185–94. http://dx.doi.org/10.33828/sei.v31.i2.8.

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Rosa, Milton, and Daniel Clark Orey. "Principles of Culturally Relevant Education in an Ethnomathematical Perspective." Revista de Educação Matemática 17 (January 1, 2020): e020001. http://dx.doi.org/10.37001/remat25269062v17id306.

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The implementation of culturally relevant education assists in the development of student intellectual, social, and political learning by using their cultural referents to develop mathematical knowledge. It uses prior experiences of students to make learning more relevant and effective in order to strengthen their connectedness with schooling. Culturally relevant schools contextualize teaching and instructional practices while maintaining academic rigor. In these schools, educators, teachers, school leaders, and staff members are able to recognize and build upon the strengths of the students b

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Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.

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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive t

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Martell, Christopher C. "Teaching Race in U.S. History: Examining Culturally Relevant Pedagogy in a Multicultural Urban High School." Journal of Education 198, no. 1 (2018): 63–77. http://dx.doi.org/10.1177/0022057418800938.

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In this interpretative case study, the researcher examined the beliefs and practices of three self-identifying culturally relevant social studies teachers related to their teaching of U.S. history at a racially and ethnically diverse urban high school. The teachers displayed beliefs and practices that were aligned with the core criteria of culturally relevant pedagogy (CRP), while also centering their U.S. history classrooms on race and racism. However, the teachers described and exhibited CRP through three different models: exchanging, discovering, and challenging. Despite these differences,

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Yoon, Haeny, Michele Myers, and Dinah Volk. "Teaching as Emancipatory Practice: Professional Partnerships Enacting Culturally Relevant Work." Urban Education 55, no. 6 (2019): 835–37. http://dx.doi.org/10.1177/0042085919892051.

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Dissertations / Theses on the topic "Culturally Relevant Teaching Practices"

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Namatovu, Winnifred Kiwanuka. "Middle School Mathematics Teachers' Understanding of Culturally Relevant and Responsive Teaching Practices: A Qualitative Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449507692.

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Knapp, Jennifer McClelland. "The Recognition of White Privilege and the use of Culturally Responsive Teaching Practices." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532339726045576.

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McDaniel, Grace Ann. "Extending the Parameters: An Inquiry into Teaching Practices for Children from Diverse Populations and Homeless Environments." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345568393.

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Cooper, Carly. "Pre-Service Teachers' Attitudes and Assumptions of Culturally Responsive Teaching Practices." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1591878271243927.

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Rivera, Herminia J. "A tale of two teachers culturally relevant teaching case studies of theory and practice /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149002710.

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Spader, Karen Marie. "White Novice Teachers' Perceptions Regarding Their Preparation for Teaching Culturally Diverse Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/504.

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At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing

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Chen, Cristina Rodriguez. "Culturally Competent Evaluations." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984176/.

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Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills necessary to distinguishing language difference from disability and provide appropriate services to these students. However, little research exists examining the role of evaluator's cultural competence in evaluating ELLs for special education; furthermore, what does exist shows that many evaluators report low levels of self-efficacy as it relates to assessing ELLs. The first chapter of the dissertation reports on a review of

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Fleischaker, Rachael Lynn. "Culturally Responsive Music Education: Conceptual and Practical Approaches of Elementary General Music Teachers." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620832759515162.

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Ochoa, Raul. "An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/128.

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In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify

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Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.

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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided

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Books on the topic "Culturally Relevant Teaching Practices"

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Gray, Mel. Indigenous social work around the world: Towards culturally relevant education and practice. Ashgate, 2008.

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1948-, Coates John, and Yellow Bird Michael, eds. Indigenous social work around the world: Towards culturally relevant education and practice. Ashgate, 2008.

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Teaching science in culturally relevant ways teaching science in culturally relevant ways: Ideas from Singapore teachers. World Scientific, 2015.

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Culturally relevant pedagogy: Clashes and confrontations. Rowman & Littlefield Education, 2011.

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Winn, Maisha T. Writing instruction in the culturally relevant classroom. National Council of Teachers of English, 2011.

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Ruday, Sean. Culturally Relevant Teaching in the English Language Arts Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9780429401831.

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Culturally relevant teaching: Hip-hop pedagogy in urban schools. PETER LANG, 2012.

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Two way teaching and learning: Toward culturally reflective and relevant education. ACER Press, 2011.

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T, Whitfield Patricia, ed. Widening the circle: Culturally relevant pedagogy for American Indian children. RoutledgeFalmer, 2003.

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How to teach students who don't look like you: Culturally relevant teaching strategies. Corwin Press, 2006.

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Book chapters on the topic "Culturally Relevant Teaching Practices"

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Watherston, Blake. "Will Culturally Relevant Content in Mathematics Improve Engagement of Indigenous Students in the Regional and Urban Context?" In Reflective Practice in Teaching. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1_35.

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Ford, Donna Y., and Gilman W. Whiting. "Culturally Responsive Teaching Practices." In Best Practices for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-14.

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Volk, Dinah, and Erin T. Miller. "Culturally Relevant Pedagogies as the Norm." In Toward Culturally Sustaining Teaching. Routledge, 2020. http://dx.doi.org/10.4324/9781351108317-6.

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Hayik, Rawia. "Promoting Descriptive Writing Through Culturally Relevant Literature." In International Perspectives on Teaching the Four Skills in ELT. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_14.

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Johnson, Joseph F., Cynthia L. Uline, and Lynne G. Perez. "Ensuring Culturally, Socially, and Personally Responsive Teaching." In Teaching Practices from America’s Best Urban Schools. Routledge, 2019. http://dx.doi.org/10.4324/9781351204354-4.

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Hamstra, Caitlin A., Frim Ampaw, and Anne M. Hornak. "Incorporating Culturally Relevant Education (CRE) in STEM Gateway Courses." In Teaching and Learning for Social Justice and Equity in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69947-5_5.

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Ruday, Sean, and Jennifer Cassidy. "Culturally Relevant and Sustaining Teaching and Learning in Remote Contexts." In Remote Teaching and Learning in the Middle and High ELA Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003156338-8.

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ElKaleh, Eman S. "A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students." In Teaching Educational Leadership in Muslim Countries. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6818-9_3.

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Jones, Marjorie A. "Culturally Responsive Professional Practices in the College Classroom and Professional Sites." In Culturally Responsive Teaching and Reflection in Higher Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315283333-8.

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Ruday, Sean. "Introduction." In Culturally Relevant Teaching in the English Language Arts Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9780429401831-1.

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Conference papers on the topic "Culturally Relevant Teaching Practices"

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Arsad, Nurazidawati Mohamad, Nurfaradilla Mohamad Nasri, Tuan Mastura Tuan Soh, Siti Nur Diyana Mahmud, Mohamad Asyraf Abd Talib, and Lilia Halim. "A systematic review on culturally relevant science teaching: Trends and insights." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000530.

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Gaddam, Anuroop, Karsten Oster Lundqvist, and Hiria McRae. "Culturally Relevant Approach to Encourage School Children Learn Computer Science Concepts." In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2018. http://dx.doi.org/10.1109/latice.2018.00009.

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M. R. Watson, Silvana. "Preparing Educators to Provide Culturally and Linguistically Evidence-Based Practices to Multilingual Students." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.25.

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Yuen, Timothy, Maria Arreguin-Anderson, Guadalupe Carmona, and Matthew Gibson. "A Culturally Relevant Pedagogical Approach to Computer Science Education to Increase Participation of Underrepresented Populations." In 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.44.

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November, Nancy, Sean Sturm, and 'Ema Wolfgramm-Foliaki. "Critical Thinking and Culturally-Sustaining Teaching: Developing the Historical Literacy of Māori and Pasifika Undergraduates in Aotearoa/New Zealand." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11179.

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In this paper, we explore critical thinking in the context of developing culturally-sustaining historical literacy in Māori and Pasifika students at a large, multicultural university in Aotearoa/New Zealand. Critical thinking and culturally-sustaining historical literacy might seem like an odd couple insofar as critical thinking tends to be associated with liberal Western (academic) culture. Students can resist developing their critical thinking, not least because culturally-sustaining ‘critical being’ is a threshold concept, requiring a flexible, yet clearly structured pedagogical approach. B

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Ruutmets, Kristel, Evi Saluveer, and Mari Niitra. "STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end120.

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According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not s

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Bottjer-Wilson, Daniela, and Barbara C. Bruno. "Place Matters! Fostering place-based geoscience teaching at the University of Hawai‘i at Mānoa." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9237.

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Drawing on the importance of place has been shown to be a powerful tool in education. This paper explores place-based teaching (PBT) in geoscience courses at the University of Hawai‘i at Mānoa’s School of Ocean and Earth Science and Technology, where faculty and student demographics sharply differ. Despite these differences, survey results from geoscience faculty (n=59) and students (n=83) revealed a strong consensus: 78% of students and 83% of faculty reported that PBT is an important and effective practice to reach all students. Most faculty (91%) indicated that they currently incorporate at

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Blessing Funmi, Komolafe, and Qian Xusheng. "Critical Thinking an Antidote to Artificial Intelligence Threat: An Innovation in Teacher Education Practices." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6205.

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: The role of Critical thinking skill in developing 21st-century teaching profession can’t be overstated. Projecting into the future, critical thinking is expected to serve as tools for integrating Artificial Intelligence into the teaching profession as well as an antidote to the threats of artificial intelligence to the teaching profession in the machine learning age. This study investigates John Dewey's philosophy on critical thinking and reviews existing literature on teaching profession. The questions raised by this study include: what is critical thinking requirement skill in 21st century

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Sonina, Snejina, and Sylvia Mittler. "Business French and Translation in the Era of Google Translate: Variations on the Action-based Approach in Language Courses." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8009.

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In this article we outline our practices for the inclusion of electronic translation devices in specialized French language courses and reflect upon the changing landscape of language teaching. We describe how the use of Google Translate can increase students' awareness of linguistic, stylistic, and cultural differences in our culturally and linguistically diverse clasrooms. Although we characterize our didactic approach as action based, we differenciate our use of this approach from its common use in general language courses and point out the usefulness of intellectualizing it based on our us

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Sandland, Jessica, and Mary Ellen Wiltrout. "The Digital Learning Laboratory Model to Catalyze Change in University Teaching and Learning." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11038.

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This paper outlines a unique model catalyzing change in teaching and learning known as the Digital Learning Laboratory (DLL) model that a large research university in the northeastern United States currently employs. We focus here on the MOOC work that the individuals in the DLL lead that have spread to improvements in teaching practices and learning experiences across departments beyond MOOCs. We discuss the MOOC development process and the ways in which this process can differ greatly from the development of an in-person course creating the initial and continued need for the DLL. Then, we de

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Reports on the topic "Culturally Relevant Teaching Practices"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to together

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