Relevant bibliographies by topics / Culturally responsive methods

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Culturally responsive methods'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Culturally responsive methods"

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Singh, Dr Indira. "Culturally Responsive Practices in Special Education." Global International Research Thoughts 11, no. 1 (2023): 43–46. http://dx.doi.org/10.36676/girt.2023-v11i1-09.

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Students from culturally and linguistically diverse backgrounds face unique challenges in the classroom, and these challenges can only be met through the implementation of culturally responsive techniques in special education. These methods encourage teaching strategies that are adaptable to each student's individual cultural, language, and experiential background. student results, family involvement, and educational justice, as well as the value of culturally responsive techniques in special education. To implement culturally responsive techniques in special education, teachers must acquire a
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Sarıdaş, Gürkan, and Funda Nayır. "Examining the level of culturally responsive school culture." International Journal of Assessment Tools in Education 12, no. 2 (2025): 387–413. https://doi.org/10.21449/ijate.1478068.

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Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, q
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Nagasawa, Kenta. "Culturally Responsive Pedagogy in Mathematics." Iris Journal of Scholarship 2 (July 12, 2020): 145–58. http://dx.doi.org/10.15695/iris.v2i0.4808.

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Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers.
 Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course.
 Findings: Students faced microaggressions in mathematics class, whi
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Brown, Martin, Denise Burns, Gerry McNamara, and Joe O'Hara. "Culturally responsive classroom-based assessment A case study of secondary schools in Ireland." Revista de Investigación Educativa 40, no. 1 (2022): 15–32. http://dx.doi.org/10.6018/rie.496681.

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This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools in
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Ahrens, Andreas, Jelena Zascerinska, Julija Melnikova, Virginija Jurgaityte, Ludmila Aleksejeva, and Olga Gukovica. "CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN." Journal of Regional Economic and Social Development 1, no. 12 (2020): 18. http://dx.doi.org/10.17770/jresd2020vol1.12.5390.

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Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretica
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Becvar, Katherine, and Ramesh Srinivasan. "Indigenous Knowledge and Culturally Responsive Methods in Information Research." Library Quarterly 79, no. 4 (2009): 421–41. http://dx.doi.org/10.1086/605382.

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Abou-Rjaily, Kathleen, and Susan Stoddard. "RTI for Students Presenting with Behavioral Difficulties:Culturally Responsive Guiding Questions." International Journal of Multicultural Education 19, no. 3 (2017): 85. http://dx.doi.org/10.18251/ijme.v19i3.1227.

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Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging
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Mohamed, Achamrah. "University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy." International Journal of Social Science and Human Research 05, no. 04 (2022): 1421–28. https://doi.org/10.5281/zenodo.6464649.

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: This qualitative study occurs in linguistically and culturally varied Moroccan higher educational contexts. It includes interviewing (10) University instructors from different universities in Morocco. The aim is to get their views and perceptions about the importance of implementing culturally responsive teaching pedagogy in their teaching methods and approaches to enhance learning opportunities for students from linguistically and culturally diverse backgrounds. The notable objective of this study is to inaugurate an appropriate teaching pedagogy to teach students from varied backgrounds an
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Haniko, Paulus, Maratun Thoyyibah, Syamsurijal Syamsurijal, Waldimer Pasaribu, and Ichsan Ichsan. "Culturally Responsive Teaching: Strategies for Promoting Inclusivity in Diverse Classrooms." Global International Journal of Innovative Research 2, no. 4 (2024): 821–30. http://dx.doi.org/10.59613/global.v2i4.127.

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This study aims to explore culturally responsive teaching strategies that can enhance inclusivity in culturally diverse classrooms. Utilizing qualitative method, literature review, and library research, this study analyzes various strategies used in culturally responsive teaching to promote inclusivity in culturally diverse classrooms. In examining the literature, this research highlights the importance of teachers' awareness and understanding of students' cultures and their learning needs. The findings suggest that there are various strategies that teachers can employ to create inclusive lear
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Powell, Rebecca, Susan Chambers Cantrell, Victor Malo-Juvera, and Pamela Correll. "Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research." Teachers College Record: The Voice of Scholarship in Education 118, no. 1 (2016): 1–46. http://dx.doi.org/10.1177/016146811611800107.

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Background Many scholars have espoused the use of culturally responsive instruction (CRT) for closing achievement gaps, yet there is a paucity of research supporting its effectiveness. In this article, we share results of a mixed methods study that examined the use of the Culturally Responsive Instruction Observation Protocol (CRIOP) as a framework for teacher professional development. The CRIOP is a comprehensive model and evaluation tool that operationalizes culturally responsive instruction around seven elements: Classroom Relationships, Family Collaboration; Assessment; Curriculum/Planned
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Dissertations / Theses on the topic "Culturally responsive methods"

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Grab, Melissa Ozlem. "Embracing Culturally Responsive Methods to Educate Culturally and Linguistically Diverse International Students in the U.S." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284621.

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<p> Even though a substantial number of international graduate students pursue their education in U.S. higher education institutions, existing policies, regulations and procedures do not clearly define their linguistic and cultural needs. The cultural knowledge or familiarity that students need to function effectively in U.S. classrooms is often overlooked. The purpose of this qualitative study was to explore the cultural challenges that international graduate students experience in classrooms in an American higher education institution and to explore the practice of culturally responsive teac
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Bennett, Susan V. "Preservice Teachers’ Developing Understandings About Culturally Responsive Teaching in a Field-Based Writing Methods Course." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3577.

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I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they participated in a writing methods course in which they tutored children from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I also investigated how these preservice teachers demonstrated culturally responsive teaching within the writing curriculum. I recognized the need for research relevant to my own personal beliefs and how to strive for more equitable schools. I want to contribute further to the understandings and
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Powell, Tiffany Shamone. "An exploration of inservice teachers' implementation of culturally responsive teaching methods in algebra with African American students." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1380.

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Garver-Daniels, Tessa Marie. "An Action Research Study of a Secondary Art Classroom in Appalachia Utilizing Flipped Classroom Hybridization Methods." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1627049030752619.

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Taylor, Rosalyn. "The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4255.

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The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to
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McCoy, Candace N. "They want the rhythm but not the blues: A mixed methods research study exploring the experiences of Black Women teachers in K-12 schools in predominantly White workspaces." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1616754992605563.

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Olesko, Beatrice B. "Reconciling Authority and Autonomy: Perspectives of General Music Professors on Democratic Practices in Music Teacher Education." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1585086348247548.

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Salih, Suweeyah S. "African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021.

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Roche, Juan F. "Clones in the MBA classroom| Understanding the relationship between culture and MBA students' attitudes toward socially responsible business leadership| A mixed methods cross-national study." Thesis, University of San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745996.

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<p> Recurrent corporate scandals have underscored the need for business leaders, the majority of whom were trained in business schools, to address tradeoffs between the interests of investors and those who serve the common good as an expression of socially responsible business leadership (SRBL). This study offers an integrated corporate social responsibility model (ICSRM), which displays the factors that scholarly research suggests promote and hinder corporate social responsibility (CSR) practice. However, because the CSR concept originated in the United States and the American business scho
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Yakushiji, Hiroyuki. "Responsible behaviour amongst backpacker tourists in less developed countries : a case study of Thailand." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/119586.

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Backpacker tourists frequently express “anti-tourist” attitudes and are confident that they contribute positively to their destinations. Ironically, they are sometimes characterised by stakeholders in destinations in less developed countries as neo-colonial invaders. In spite of their anti-tourist attitudes, in reality, backpacker tourists tend to stay in backpacker enclaves where the cultural and moral values of backpackers are dominant. This happens because they encounter many obstacles to enjoying the backpacking experience in an unfamiliar interregional (intercultural) environment. Given s
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Books on the topic "Culturally responsive methods"

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1941-, Liu William, Iwamoto Derek Kenji, and Chae Mark H, eds. Culturally responsive counseling with Asian American men. Brunner-Routledge, 2010.

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1941-, Liu William, Iwamoto Derek Kenji, and Chae Mark H, eds. Culturally responsive counseling with Asian American men. Brunner-Routledge, 2010.

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R, Ancis Julie, ed. Culturally responsive interventions: Innovative approaches to working with diverse populations. Brunner-Routledge, 2004.

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National Institute for the Conservation of Cultural Property (U.S.). Emergency preparedness and response: Materials developed from the NIC seminar October 17, 1990 Washington, D.C. The Institute, 1991.

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Culturally Responsive Interventions. Routledge, 2004.

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Biography-Driven Culturally Responsive Teaching. Teachers College Press, 2015.

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Liu, William Ming, Derek Kenji Iwamoto, and Mark H. Chae. Culturally Responsive Counseling with Asian American Men. Taylor & Francis Group, 2011.

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Culturally Responsive Counseling with Asian American Men. Routledge, 2011.

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Liu, William Ming, Derek Kenji Iwamoto, and Mark H. Chae. Culturally Responsive Counseling with Asian American Men. Taylor & Francis Group, 2011.

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Liu, William Ming, Derek Kenji Iwamoto, and Mark H. Chae. Culturally Responsive Counseling with Asian American Men. Taylor & Francis Group, 2011.

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Book chapters on the topic "Culturally responsive methods"

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Hall, Jori N., and Ayesha S. Boyce. "Culturally Responsive Mixed Methods Evaluation Design." In The Sage Handbook of Mixed Methods Research Design. Sage Publications Ltd, 2023. http://dx.doi.org/10.4135/9781529682663.n39.

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Hall, Jori N., and Ayesha S. Boyce. "Culturally Responsive Mixed Methods Evaluation Design." In The Sage Handbook of Mixed Methods Research Design. Sage Publications Ltd, 2023. http://dx.doi.org/10.4135/9781529614572.n39.

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Dangerfield II, Derek T. "Contemporary and Culturally Responsive Considerations for Qualitative Methods." In Prevention Science & Targeted Methods for HIV/STI Research with Black Sexual Minority Men. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-85130-8_5.

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Kim, Jinhee, Su-Jeong Wee, and Sohyun Meacham. "Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the suda (수다) approach." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/rmal.11.06kim.

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Abstract In this chapter we propose suda (수다) [suda is a type of conversation similar to small talk, but it entails a significant length of time with several emergent stories in Korean culture] as a tool for rethinking theory and methodological innovation in qualitative research, emphasizing culturally responsive and sustaining perspectives through examining Korean American children’s translanguaging Play-Based Family Literacy (PBFL) at home during the COVID-19 pandemic. This chapter focuses on how our rethinking of suda to include the voices of multilingual children as well as researchers the
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Sæther, Eva. "The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_2.

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AbstractThis chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological r
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Blanco-Libreros, Juan F., Sara R. López-Rodríguez, Jairo Lasso-Zapata, Beatriz Méndez, Nairo De Armas, and Margareth Mitchell-Bent. "Taking Seaflower to the Classroom: A Proposal to Bring Sustainability Education to High Schools in an Oceanic Archipelago (Western Caribbean, Colombia)." In Disaster Risk Reduction. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-6663-5_13.

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AbstractGeographic understanding is an important ability to be developed in learning communities in islands, since, as previously established, they have unique interactions with natural and human systems. In the case of the Archipelago of San Andrés, Providencia, and Santa Catalina, the curriculum standards, guidelines, and textbooks are designed mostly considering mainland learning communities of white/mestizo ancestry and overlooking the different backgrounds and needs of ethnic minority students, resulting in a total absence of a culturally responsive approach. In this chapter, we propose t
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Liu, Mingnan, Z. Tuba Suzer-Gurtekin, Florian Keusch, and Sunghee Lee. "Response Styles in Cross-cultural Surveys." In Advances in Comparative Survey Methods. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118884997.ch22.

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Manzoor, Atifa. "Minority Status, Majority Benefits: Stories of Minority Teachers in U.S and What They Bring to the Classroom." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_31.

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AbstractWith more emphasis placed on culturally responsive teaching, the field has become aware of recognizing the cultural capital students bring into the classroom but what about the teacher? This study closely examined the “lived stories” of three minority women seeking to answer the question: How does their cultural identity influence their teaching in regards to classroom curriculum, environment and relationships with students? With three participants, the researcher included, the main method of research was narrative inquiry, using interviews to gain insight on their background, teaching
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Lee, Sunghee, Florian Keusch, Norbert Schwarz, Mingnan Liu, and Z. Tuba Suzer-Gurtekin. "Cross-cultural Comparability of Response Patterns of Subjective Probability Questions." In Advances in Comparative Survey Methods. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118884997.ch21.

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Fleer, Marilyn, Glykeria Fragkiadaki, Elin Eriksen Ødegaard, Prabhat Rai, and Alicja Sadownik. "Closing Remarks on Innovations and Theorisations of an Educational Experiment." In Cultural-historical Digital Methodology in Early Childhood Settings. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59785-5_25.

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AbstractThis chapter concludes our book—a book dedicated to the theorisation of an educational experiment but does so in relation to digital methods. The methods presented across the chapters on this book foreground the many ways an educational experiment can be undertaken. The methods are all in response to the societal and global conditions of a global pandemic. Theorised methods bring forward a system of concepts that enable a digital educational experiment to proceed under conditions of crisis, contradiction, and drama. Hedegaard’s writings on an educational experiment, and the new methods
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Conference papers on the topic "Culturally responsive methods"

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Chernosky, Jeffery. "Expanding Access and Impact: Culturally Responsive Practices for Hispanic Graduate Students in Virtual Academic Spaces." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5500.

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Aim/Purpose This paper investigates the challenges Hispanic graduate students face in online education, focusing on disparities in satisfaction and academic outcomes. It aims to identify and implement culturally responsive teaching strategies and community-building practices that promote equity and success. Background The study addresses the problem by exploring how tailored, culturally grounded instructional strategies and virtual community practices can mitigate feelings of isolation, improve engagement, and foster academic achievement among Hispanic students. Methodology Using a qualitative
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Comstock, Meghan. "Understanding Teachers’ Culturally Responsive Instruction: A Mixed-Methods Analysis of Teacher and Student Perspectives." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2111347.

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Panwar, Manasi, and Pushp Latab. "EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.231232.

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The global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively.Conventional teaching methods often underserve the unique learning requirements of neurodivergent learners, such as those with Dyslexia, Autism, and Adult Attention-Deficit/Hyperactivity Disorder (ADHD). The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing – the use of culturally relevant learning materials, differentiated and flexible instru
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Panwar, Manasi, and Pushp Lata. "EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.343360.

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The global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively. Conventional teaching methods often underserved the unique learning requirements of neurodivergent learners, such as those with dyslexia. The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing the use of culturally relevant learning materials, differentiated and flexible instruction, visual cues, and social emotional learning (SEL) interventio
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Keser, Hilal Yildirir. "The Role of Artificial Intelligence in Eliminating Language and Cultural Barriers in Cross-Border E-commerce." In 9th FEB International Scientific Conference. University of Maribor Press, 2025. https://doi.org/10.18690/um.epf.5.2025.26.

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Cross-border e-commerce allows businesses to access international markets but faces significant language and cultural barriers. This study examines how artificial intelligence technologies overcome these challenges. Through literature review and case analyses, the study identifies major language barriers including translation quality and content creation, and cultural barriers such as design preferences and payment methods. The research demonstrates how AI applications like neural machine translation, culturally responsive recommendation systems, and AI-powered chatbots effectively address the
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Yun, Youngsik. "Culturally-aware Image Captioning." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/975.

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The primary research challenge lies in mitigating and measuring geographical and demographic biases in generative models, which is crucial for ensuring fairness in AI applications. Existing models trained on web-crawled datasets like LAION-400M often perpetuate harmful stereotypes and biases, especially concerning minority groups or less-represented regions. To address this, I proposed a framework called CIC (Culturally-aware Image Caption) to generate culturally-aware image captions. This framework leverages visual question answering (VQA) to extract cultural visual elements from images. It p
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Anastasiou, Vasia, Charoula Angeli, and Panayiota Diakou. "IMPLEMENTING BLENDED LEARNING AS A CULTURALLY RESPONSIVE TEACHING METHOD TO THE NEEDS OF STUDENTS WITH CULTURAL AND LINGUISTIC DIVERSITY." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.2047.

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A. Buzzetto-Hollywood, Nicole, and Katherine A. Quinn. "Designing and Validating a Comprehensive Institution-Wide DEI Needs Assessment." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5530.

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Aim/Purpose Institutions with a commitment to diversity, equity, and inclusion (DEI) must evaluate their praxes for equity, recognizing that campuses must be inclusive communities that celebrate diversity. Further, teaching and learning experiences should provide mirrors, windows, and doors, have cultural validity, afford multiple mechanisms for student success, be centered around the assets of students, build knowledge, extend perspectives, and foster empathy. Background A state university system, located in the mid-Atlantic region of the United States, has a strategic plan that prioritizes d
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Manos, George C., Konstantinos Katakalos, Lampros Kotoulas, and Lazaros Melidis. "LIMIT-STATE RESPONSE OF STONE MASONRY USED IN THE CONSTRUCTION OF CULTURAL HERITAGE IN GREECE." In 9th International Conference on Computational Methods in Structural Dynamics and Earthquake Engineering Methods in Structural Dynamics and Earthquake Engineering. Institute of Structural Analysis and Antiseismic Research National Technical University of Athens, 2023. http://dx.doi.org/10.7712/120123.10422.20885.

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Ariyathilake, P. B. S. D., and S. Samarawickrama. "Environmentally responsive traditional packaging practice: ‘Peni Mula’." In Integrated Design Research Conference 2024, edited by S. Samarawickrama. Department of Integrated Design, Faculty of Architecture, University of Moratuwa., 2024. https://doi.org/10.31705/idr.2024.15.

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Traditional packaging practices combine cultural heritage with environmental responsibility, offering sustainable solutions to modern packaging challenges. The over-reliance on synthetic materials, particularly plastics, has caused severe environmental damage, making eco-friendly alternatives essential. The growing concern over plastic pollution and its environmental impact emphasises the need for packaging solutions that reduce waste. Sri Lanka’s traditional packaging methods, deeply rooted in its ecological and cultural heritage, utilise biodegradable materials that align with modern sustain
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Reports on the topic "Culturally responsive methods"

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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6139.

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Matousek, Sarah Bliss, Amanda Gray, Dante Jester, and Brian G. Henning. Heat, Smoke, and Resilience in East Central Spokane: Community Insights on Climate Adaptation. Gonzaga University, Institute for Climate, Water, and the Environment, 2025. https://doi.org/10.33972/ccse.2025.02.

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: This report presents findings from a multi-methods research initiative exploring the impacts of climate-related hazards—specifically extreme heat and wildfire smoke—on residents of Spokane’s East Central neighborhood. The project combined a community survey with a World Café-style symposium to gather both quantitative data and lived experiences from local participants. Key themes that emerged include the need for more cooling infrastructure, accessible health education, improved indoor air quality, and stronger neighborhood-level communication and support networks. The report highlights how
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Heavren, Sarah. High-precision, high-accuracy elevation data acquisition and geospatial mapping to inform climate change adaptation planning: Charlestown Navy Yard, Boston National Historical Park. National Park Service, 2025. https://doi.org/10.36967/2309953.

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Climate change-induced sea level rise and storm surge pose a threat to the cultural resources and facilities located at the Charlestown Navy Yard, which is part of Boston National Historical Park within National Parks of Boston. In response to initiatives at the presidential, departmental, and agency level to collect scientific data, especially geospatial data, to make science-backed adaptation and response decisions, National Parks of Boston launched a novel geospatial mapping project to create point clouds of the facilities and cultural resources at the Charlestown Navy Yard. The scanning wa
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Datsyshyn, Chrystyna. FUNCTIONAL PARAMETERS OF ANTHROPONYM AS ONE OF THE VARIETIES OF FACTUAL MATERIAL IN THE MEDIA TEXT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12169.

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The main objective of the study is to reveal the functional parameters of anthroponyms in the media texts. Methods of investigation: the method of media texts monitoring, the comparative method; the method of contextual analysis, the methods of functional analysis. Results. Anthroponyms in media texts contribute to the exact reproduction of facts, the display of a certain time-space. The use of an anthroponym in the media gives its bearer greater social significance; silencing an anthroponym demonstrates a desire to remove its bearer from the public agenda. Anthroponyms can reflect person’s so
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Leis, Sherry, Mike DeBacker, Lloyd Morrison, Gareth Rowell, and Jennifer Haack. Vegetation community monitoring protocol for the Heartland Inventory and Monitoring Network: Narrative, Version 4.0. Edited by Tani Hubbard. National Park Service, 2022. http://dx.doi.org/10.36967/2294948.

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Native and restored plant communities are part of the foundation of park ecosystems and provide a natural context to cultural and historical events in parks throughout the Heartland Inventory and Monitoring Network (HTLN). Vegetation communities across the HTLN are primarily of three types: prairie, woodland, and forest. Park resource managers need an effective plant community monitoring protocol to guide the development and adaptation of management strategies for maintaining and/or restoring composition and structure of prairies, woodland, and forest communities. Our monitoring design attempts
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Duckworth, Mark, Christine Horn, and Michele Grossman. Do Governments Trust Communities? The Trust Flows Project Research Report 2024. Centre for Resilient and Inclusive Societies, 2024. https://doi.org/10.56311/fzlz2190.

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Around the world, governments in liberal democracies are increasingly worried by the decline of public trust. The question that is often asked is why individuals and communities have declining trust in government institutions. However, the reverse question – whether governments trust communities, and if not, why not – is far less frequently explored. A relationship of trust involves one party trusting another, and that trust being returned. One key quality of trust is therefore reciprocity. For a successful trust relationship to be created and maintained it must be reciprocal. Trust must flow
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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and
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Sessa, Guido, та Gregory Martin. MAP kinase cascades activated by SlMAPKKKε and their involvement in tomato resistance to bacterial pathogens. United States Department of Agriculture, 2012. http://dx.doi.org/10.32747/2012.7699834.bard.

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The research problem: Pseudomonas syringae pv. tomato (Pst) and Xanthomonas campestrispv. vesicatoria (Xcv) are the causal agents of tomato bacterial speck and spot diseases, respectively. These pathogens colonize the aerial parts of the plant and cause economically important losses to tomato yield worldwide. Control of speck and spot diseases by cultural practices or chemicals is not effective and genetic sources of resistance are very limited. In previous research supported by BARD, by gene expression profiling we identified signaling components involved in resistance to Xcvstrains. Follow u
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