Relevant bibliographies by topics / Culturally responsive teaching (CRT)

Contents

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

Academic literature on the topic 'Culturally responsive teaching (CRT)'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Culturally responsive teaching (CRT)"

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Cruz, Rebecca A., Sarah Manchanda, Allison R. Firestone, and Janelle E. Rodl. "An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (September 11, 2019): 197–214. http://dx.doi.org/10.1177/0888406419875194.

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Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.
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Douglas, Cynthia M. "A Case Study for Culturally Responsive Teaching in Glodok, Jakarta, Indonesia: the Negotiation of Identity and Instruction for a Chinese-Indonesian Educator." International Journal of Chinese Education 9, no. 1 (June 17, 2020): 113–26. http://dx.doi.org/10.1163/22125868-12340122.

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Abstract This paper documents what culturally responsive teaching means for a teacher who is a member of a minority community of ethnic Chinese in Glodok (Chinatown), Jakarta, Indonesia. Culturally responsive teaching (CRT) in Indonesia has traditionally meant implementing an indigenous, Javanese-centered curriculum where ethic Chinese identity was disparaged. The data collected in this study illustrates how an educator must negotiate identity and instruction of CRT to students of her own ethnic group with whom she does not share a cultural identity. The broader significance of this study is understanding how educators from marginalized or minority communities are vital to the creation of dialogue within the constructs of culturally responsive teaching. This study illustrates the necessity to not make assumptions that educators from culturally and linguistically diverse communities are naturally predisposed to engage in CRT; this reinforces the urgency that all teachers need proper training in order to effectively employ culturally responsive teaching regardless of ethnicity, race, or culture.
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Baker, Katherine. "Culturally Responsive Mathematics Teaching and Young Learners." Journal of Interdisciplinary Teacher Leadership 1, no. 1 (July 1, 2016): 30–35. http://dx.doi.org/10.46767/kfp.2016-0004.

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This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.
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Trisnawati, Sri, Karin Selma Al-Kautsar, Hidayatul Hamdiah, and Sri Trisna Dewi. "The Importance of Implementing Culturally Responsive Teaching on ASEAN Countries." Anglophile Journal 1, no. 1 (October 31, 2020): 1. http://dx.doi.org/10.51278/anglophile.v1i1.69.

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A class with various need and kind of students has been widely issued among teachers especially in ASEAN countries. Several studies had been conducted to encounter the best solution to handle this issue. Therefore, this article was conducted as the effort to find the solution regarding this issue. This study focuses on Culturally Responsive Teaching in ASEAN countries through examining the previews studies regarding Culturally Responsive Teaching by using PRISMA protocol to collect articles that relevant to this study. The result found that based on 10 articles CRT has found two key points on this matter. Those are misconception of CRT and CRT as the bridge between teacher and student to overcome high-power distance. Keywords: Culturally Responsive Teaching, High-power distance, ASEAN
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Hutchison, Laveria, and Leah McAlister-Shields. "Culturally Responsive Teaching: Its Application in Higher Education Environments." Education Sciences 10, no. 5 (April 27, 2020): 124. http://dx.doi.org/10.3390/educsci10050124.

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The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.
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Kapofu, Lifeas Kudakwashe. "Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL." International Education Studies 14, no. 3 (February 20, 2021): 51. http://dx.doi.org/10.5539/ies.v14n3p51.

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This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers’ experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.
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Bonner, Patricia J., Susan R. Warren, and Ying H. Jiang. "Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching." Education and Urban Society 50, no. 8 (June 15, 2017): 697–726. http://dx.doi.org/10.1177/0013124517713820.

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This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.
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Salazar, Maria del Carmen. "Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins." Journal of Teacher Education 69, no. 5 (March 22, 2018): 463–76. http://dx.doi.org/10.1177/0022487118764347.

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This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities.
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Ndandara, Alfriani, and Erny S. N. Hambandima. "AN APPLICATION OF A CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING BASED ON LOCAL WISDOM." Lire Journal (Journal of Linguistics and Literature) 5, no. 1 (March 19, 2021): 1–15. http://dx.doi.org/10.33019/lire.v5i1.99.

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The diversity of ethnicities and cultures characterizes the Indonesian nation as a multicultural nation. The peculiarities of each of these varieties can be found in the forms of social practice of social life. The values ​​that are upheld in every social practice of social life also underlie the development direction of national development sectors. Especially in the field of education, it is stated in the National Education System Law of 2003 to organize National Education which is rooted in the religious values ​​and national culture of Indonesia. The realization of the mandate of this law is stated that the content of the curriculum contains local potentials. These two mandates underlie curriculum principles and color educational practices to reflect the diversity existed in Indonesia. This research is entitled APPLICATION OF CULTURAL RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING: A Study Amidst the New Normal Conditions of the Covid-19 Pandemic. The approach was introduced by Geneva Gay (2011: 188-214) as an approach that emphasizes the importance of learning based on cultural backgrounds of students. Multicultural education is a concept that underlies this approach (Baker, 1996: 374). The research framework is the application of CRT approach to learning activities in Drama Course. This research used a qualitative descriptive approach. The results of this study resulted in several things discussed from the aspects of preparation, personal character, presentation, interaction between teachers and students and local story script products. It is hoped that this research will produce a learning framework that integrates elements of local culture for teaching drama. The results of this research will be published in scientific articles.
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Bae, Young-ju. "Exploring the conditions for the success of ‘culturally responsive teaching’(CRT) in nonformal education for adults in Korea." Korean Association for Adult and Continuing Education 9, no. 3 (December 30, 2018): 1–23. http://dx.doi.org/10.20512/kjace.2018.9.3.1.

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Dissertations / Theses on the topic "Culturally responsive teaching (CRT)"

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Lim, Okyoung. "The Impact of Teacher Perception of Cultural Competence on the Instructional Decision Making of English As Second Language (ESL) Students." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc499978/.

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Recent research suggests that culturally responsive teaching (CRT) practices have the potential to increase student educational outcomes, as well as to reduce unnecessary or inappropriate placement referrals. Examination of the core components in CRT, teacher efficacy and cultural competence, is proposed to be a critical step to reduce unwarranted referrals of culturally and linguistically diverse students. However, there is limited empirical support for the relationship between CRT and instructional referrals, and even among existing studies there is inconsistency regarding the relation of these constructs. The purpose of this study is to examine teacher factors (i.e., teacher role, degree earned, years of teaching, ESL certification held, language proficiency and ethnicity) as a predictor of teacher competence, and the role these factors play in teachers’ referral decision making. To investigate these relationships, a national sample of elementary teachers (N = 258) completed a survey addressing their background, profession endorsements, sense of teaching efficiency, and the instructional decisions they would make in the scenarios presented. The results of this study revealed that teacher role (i.e., general, ESL or special educator) and ESL certification were important predictors of teacher competency. A statistically significant mean difference in teacher competency was found between teachers with and without ESL certification, indicating ESL certification as an important factor in deciding the level of teacher competency. Finally, teacher competency was found to improve teachers’ instructional decision making in scenarios in which the students displayed linguistic difficulties. The findings provide valuable insights to teacher training programs and other professional development entities regarding how to prepare educators to work more efficiently with ESL students.
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Koch, Meg. "University supervisors and culturally responsive teaching." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instructional practices.

This dissertation research examined 12 White university supervisors. Prior to this study, supervisors participated in professional development offered by the college aimed at raising awareness of culturally responsive teaching. The professional development was part of Griffin, Watson, and Liggett’s (2014) initial study, and offered opportunities for supervisors to discuss topics of race, culture, ethnicity, class, and gender, and to engage in reading Gay’s (2010) text: Culturally Responsive Teaching: Theory, Research, and Practice. Griffin et al. collected data, including a pre- and post-survey, a November interview, and artifacts from the professional development. Their study established the starting point for this research.

All 12 supervisors were interviewed following participation in the professional development. Findings indicated supervisors defined and described culturally responsive teaching by relying on elements congruent with the literature. Even when supervisors used language similar to Gay (2010), they held misconceptions and formed incomplete definitions about culturally responsive teaching. Other findings indicated supervisors lacked a clear vision in their role in supporting culturally responsive teaching. Lastly, supervisors used hegemonic understandings when talking about race and culture. The results of this study suggest supervisors need more opportunities to talk about race and culture, and their role in preparing culturally responsive teachers.

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Gorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.

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This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher than another. Barriers included institutional requirements, classroom disruptions, student issues, and teacher isolation. Additionally, by implementing a collaborative coaching model as part of the study design, I briefly explored the role a teacher educator might play in supporting practicing teachers' engagement of culturally responsive teaching. Based on the findings, school structures are critiqued and suggestions for developing systems to support the enactment of culturally responsive teaching practices are introduced.

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Brockway, John S. "Culturally responsive teaching a resource guide for teachers /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/JBrockway2005.pdf.

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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Nyarambi, Arnold. "The Necessity of Culturally Relevant Teaching and Culturally Responsive Behavior Management. A Multicultural Perspective." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8231.

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Amprako, Francis. "Culturally Responsive Teaching of Indigenous Students in Canada's Northwest Territories." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3585.

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The purpose of this qualitative narrative inquiry was to describe the teachers' perceptions of pedagogy and examine their cross-cultural strategies regarding culturally responsive teaching of K-12 students. Indigenous students of the Northwest Territories (NWT) face academic challenges in a Eurocentric educational system. Tribal critical race theory and Eurocentric diffusionism provided the conceptual framework in this study. Six participants were interviewed and their narratives were triangulated by a 5-member focus group. The research questions focused on the teachers' strategies for building bridges between the Eurocentric and Native ways. Participants were interviewed and their responses created individual stories, which added to the meaning making. Fifteen themes were identified using open and axial coding. The findings showed a teacher proclivity for pedagogy infused with Indigenous thought, and an understanding that residential schooling was intrusive to Indigenous life. Participants presented an anti-Eurocentric diffusionist stance, advocating for schooling that matches Indigenous life and is devoted to a dynamic home-school culture directed at closing the achievement gap with the rest of Canada. This study contributes to social change by providing supporting evidence for the need to involve Indigenous students in the development of their education.
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Cavendish, Leslie Maureen. "Stories of international teachers: a narrative inquiry about culturally responsive teaching." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/933.

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How do elementary educators approach cultural diversity within international school settings? How do North American teachers negotiate the tensions and experiences they have as cultural agents living abroad while valuing the cultural identities of the students they serve? This study describes how international teachers' unique positions, experiences and perspectives affect their attention to cultural diversity within their classrooms. Sociocultural theory frames this study with emphasis on personal and professional identities, narrative inquiry and culturally responsive teaching. I interweave narrative inquiry and ethnographic research methods as theoretical and methodological frameworks. I interviewed and observed the 3 North American educators in their elementary classrooms in an American school in China over several weeks. Data collected in this study included interview transcripts, artifacts from the school and classrooms, photographs and field notes. I also weave my own stories from my experiences as an international teacher throughout the study. The Atlas TI qualitative computer program assisted the constant-comparative analysis process. Grounded and axial coding revealed a pattern across participants' stories and approaches to cultural diversity. All three teachers authored stories from their cross cultural experiences that informed their identities as educators. The teachers questioned their cultural agent role, reflected on their responses and took action in their teaching to be culturally responsive. The approaches each teacher implemented to be responsive to the cultural worlds in their classroom related to their cultural agent identities in their personal stories of cross-cultural experiences. Findings indicated that teachers were more likely to be culturally responsive in their teaching when they implemented a constructivist educational philosophy in their classrooms. This study reconceptualized cultural responsiveness to include the diverse cultural worlds of the student, teacher and international school setting.
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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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Druggish, Richard S. "Nourishing Roots and Inspiring Wings: Building a Culturally Responsive Pedagogy for Southern Appalachia." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.

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Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 2003.
Vita. Abstract. Includes bibliographical references (leaves 90-98). Full text available via Internet as a .pdf file. Requires Adobe Acrobat Reader software; http://scholar.lib.vt.edu/theses/available/etd-12052003-123946/unrestricted/Druggishetd.pdf.
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Books on the topic "Culturally responsive teaching (CRT)"

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Villegas, Ana Maria. Culturally responsive teaching. [Princeton, N.J.]: Educational Testing Service, 1992.

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Biography-driven culturally responsive teaching. New York, NY: Teachers College Press, 2010.

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Multicultural special education: Culturally responsive teaching. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2007.

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Wlodkowski, Raymond J. Diversity and motivation: Culturally responsive teaching. San Francisco: Jossey-Bass Publishers, 1995.

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Fugate, C. Matthew, Wendy A. Behrens, Cecelia Boswell, and Joy Lawson Davis. Culturally RESPONSIVE TEACHING in Gifted Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234029.

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Gay, Geneva. Culturally responsive teaching: Theory, research, and practice. 2nd ed. New York: Teachers College, 2010.

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Gay, Geneva. Culturally responsive teaching: Theory, research, and practice. 2nd ed. New York: Teachers College, 2010.

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Culturally responsive teaching: Theory, research, and practice. 2nd ed. New York: Teachers College, 2010.

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Ginsberg, Margery B. Diversity and motivation: Culturally responsive teaching in college. 2nd ed. San Francisco: Jossey-Bass, 2009.

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J, Wlodkowski Raymond, ed. Diversity and motivation: Culturally responsive teaching in college. 2nd ed. San Francisco: Jossey-Bass, 2009.

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Book chapters on the topic "Culturally responsive teaching (CRT)"

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Quinzio-Zafran, Anna M., and Elizabeth A. Wilkins. "Culturally Responsive Teaching." In The New Teacher's Guide to Overcoming Common Challenges, 30–50. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003105008-3.

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Gay, Geneva. "Culturally Responsive Teaching." In Handbook of Urban Education, 212–33. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-16.

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Ford, Donna Y., and Gilman W. Whiting. "Culturally Responsive Teaching Practices." In Best Practices for the Inclusive Classroom, 313–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-14.

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Blair, Andrea. "Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil." In Culturally Responsive Pedagogy, 99–119. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_5.

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Thomas, M’Balia, and Marta Carvajal-Regidor. "Culturally Responsive Pedagogy in TESOL." In Contemporary Foundations for Teaching English as an Additional Language, 91–117. First edition. | New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429398612-14.

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Shaw, Julia T. "Culturally Responsive Teaching in the West Side Choir." In Culturally Responsive Choral Music Education, 22–42. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-2.

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Shaw, Julia T. "Culturally Responsive Teaching in the North Side Choir." In Culturally Responsive Choral Music Education, 43–62. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-3.

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Shaw, Julia T. "Culturally Responsive Teaching in the South Side Choir." In Culturally Responsive Choral Music Education, 63–84. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-4.

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Fickel, Letitia Hochstrasser, Sonja Macfarlane, and Angus Hikairo Macfarlane. "Culturally Responsive Practice for Indigenous Contexts: Provenance to Potential." In Global Teaching, 101–27. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-52526-0_6.

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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, 55–69. Second Edition. | New York : Routledge, 2019. | “First edition published by Eye on Education 2012”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351204354-4.

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Conference papers on the topic "Culturally responsive teaching (CRT)"

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Webb, Alla, and Ray Gonzales. "Striving for Excellence in Introductory Computer Science Courses Using Culturally Responsive Teaching (CRT)." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159631.

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Anuar, Siti Zubaidah. "CULTURALLY RESPONSIVE TEACHING IN THE HIGHER LEARNING INSTITUTIONS." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.005.

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Idrus, Faizah. "MODELLING CULTURALLY RESPONSIVE TEACHING: A CASE-BASED STUDY IN THE MALAYSIAN SETTING." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.024.

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Najid, Annisah Aynun, Yuli Rahmawati, and Yusmaniar. "Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT)." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041989.

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Herner-Patnode, Leah, and Hea-Jin Lee. "PRESERVICE TEACHERS KNOWLEDGE AND APPLICATION OF CULTURALLY RESPONSIVE TEACHING TECHNIQUES IN MATHEMATICS INSTRUCTION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2218.

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Rahmawati, Yuli, Achmad Ridwan, and Nurbaity. "Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995108.

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Barmpoutis, Angelos, Qianwen Ding, Lisa Anthony, Wanda Eugene, and Marko Suvajdzic. "Exploration of kinesthetic gaming for enhancing elementary math education using culturally responsive teaching methodologies." In 2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR). IEEE, 2016. http://dx.doi.org/10.1109/kelvar.2016.7563674.

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Yip, Jinchi, Mohd Asrizal Razali, and Noranis Ismail. "Adapting Culturally Responsive Teaching to Enrich Experiential Learning in a Malaysian Graphic Communication Design Classroom." In Proceedings of the 3rd International Conference on Creative Media, Design and Technology (REKA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/reka-18.2018.43.

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Moldavan, Alesia Mickle. "Preservice teachers’ perceptions of a lesson study connecting multicultural literature with culturally responsive mathematics teaching." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-260.

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Reports on the topic "Culturally responsive teaching (CRT)"

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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1097.

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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, January 2000. http://dx.doi.org/10.15760/etd.6139.

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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, May 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 conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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