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

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

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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Abadi, Mansurni, and Nafik Muthohirin. "Metode Cultural Responsive Teaching dalam Pendidikan Agama Islam: Studi Kasus Tindak Xenophobia dan Rasisme di Tengah Bencana Covid-19." Progresiva : Jurnal Pemikiran dan Pendidikan Islam 9, no. 1 (June 15, 2020): 34. http://dx.doi.org/10.22219/progresiva.v9i1.12520.

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This article would like to explain the Cultural Responsive Teaching (CRT) approach in the learning of Islamic religion as an alternative effort to overcome the increase in xenophobia and racism action in the midst of the Covid-19. The method of extracting data is based on a literature review sourced from books, journals, mass media, and various expressions of racism and xenophobia that emerge on the homepage of Facebook, Twitter, WhatsApp groups, and other social media accounts. This paper will explain several important things, including CRT as an approach to see the diversity of cultures, ethnicities, religions, and groups; the meeting point of the CRT approach to the implementation of Islamic religious learning, and the elaboration between the two in voicing the importance of avoiding narratives based on racism and xenophobia.

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12

Wong, Shelly, Hye Young Shin, and Thuy Thi-Minh Tu. "Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8zs3c.

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This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT) to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. Participants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.

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Darrow, Alice-Ann. "Culturally Responsive Teaching." General Music Today 26, no. 3 (January 23, 2013): 32–34. http://dx.doi.org/10.1177/1048371312472502.

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14

Martins-Shannon, Janine, and Meg White. "Support Culturally Responsive Teaching!" Kappa Delta Pi Record 48, no. 1 (January 23, 2012): 4–6. http://dx.doi.org/10.1080/00228958.2012.654718.

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15

Tanase, Madalina. "Is good teaching culturally responsive?" Journal of Pedagogical Research 3, no. 4 (September 15, 2020): 187–202. http://dx.doi.org/10.33902/jpr.2020063333.

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Gay, Geneva. "Preparing for Culturally Responsive Teaching." Journal of Teacher Education 53, no. 2 (March 2002): 106–16. http://dx.doi.org/10.1177/0022487102053002003.

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Bonner, Emily P. "Practicing Culturally Responsive Mathematics Teaching." Mathematics Teacher: Learning and Teaching PK-12 114, no. 1 (January 2021): 6–15. http://dx.doi.org/10.5951/mtlt.2020.0119.

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18

Chepyator-Thomson, Jepkorir Rose. "Multicultural Education: Culturally Responsive Teaching." Journal of Physical Education, Recreation & Dance 66, no. 1 (January 1995): 41. http://dx.doi.org/10.1080/07303084.1995.10607022.

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19

Maniates, Helen. "Culturally Responsive Teaching and the Brain." Multicultural Perspectives 18, no. 2 (April 2, 2016): 118–20. http://dx.doi.org/10.1080/15210960.2016.1159105.

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20

Rhodes, Christy M. "Culturally Responsive Teaching with Adult Learners." International Journal of Adult Vocational Education and Technology 9, no. 4 (October 2018): 33–41. http://dx.doi.org/10.4018/ijavet.2018100103.

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In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

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Rodríguez, Alma D. "Culturally Relevant Books: Culturally Responsive Teaching in Bilingual Classrooms." NABE Journal of Research and Practice 5, no. 1 (March 1, 2014): 173–96. http://dx.doi.org/10.1080/26390043.2014.12067778.

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22

McKoy, Constance L., Rebecca B. MacLeod, Jennifer S. Walter, and D. Brett Nolker. "The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 50–63. http://dx.doi.org/10.1177/1057083716629392.

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Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to investigate the impact of an in-service program on cooperating teachers’ perceptions of culturally responsive teaching. At the conclusion of the workshop, participants rated familiarity and importance of culturally responsive teaching higher than they did prior to the workshop. Sixteen of the 18 participants indicated that the workshop had changed their understanding of culturally responsive teaching.

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Billings, Diane M. "Culturally and Linguistically Responsive Teaching: Part I." Journal of Continuing Education in Nursing 46, no. 2 (February 1, 2015): 62–64. http://dx.doi.org/10.3928/00220124-20150121-14.

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Billings, Diane M. "Culturally and Linguistically Responsive Teaching: Part II." Journal of Continuing Education in Nursing 46, no. 3 (March 1, 2015): 107–8. http://dx.doi.org/10.3928/00220124-20150220-14.

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Bassey, Magnus. "Culturally Responsive Teaching: Implications for Educational Justice." Education Sciences 6, no. 4 (November 2, 2016): 35. http://dx.doi.org/10.3390/educsci6040035.

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Christal, Mark. "School‐museum partnerships for culturally responsive teaching." Electronic Library 21, no. 5 (October 2003): 435–42. http://dx.doi.org/10.1108/02640470310499803.

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Cain Fehr, Mary. "Culturally responsive teaching awareness through online fiction." Multicultural Education & Technology Journal 4, no. 2 (June 15, 2010): 113–25. http://dx.doi.org/10.1108/17504971011052322.

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Sandhu, Daya Singh, and John R. Rigney. "Culturally Responsive Teaching in U.S. Public Schools." Kappa Delta Pi Record 31, no. 4 (July 1995): 157–62. http://dx.doi.org/10.1080/00228958.1995.10531930.

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VanDeWeghe, Rick, and Lisa Scherff. "Research Matters: Culturally Responsive Frameworks for Teaching." English Journal 94, no. 4 (March 1, 2005): 97. http://dx.doi.org/10.2307/30046468.

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Powell, Linda S. "30 Americans:An Inspiration for Culturally Responsive Teaching." Art Education 65, no. 5 (September 2012): 33–40. http://dx.doi.org/10.1080/00043125.2012.11519190.

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Abdulrahim, Naheed A., and Michael J. Orosco. "Culturally Responsive Mathematics Teaching: A Research Synthesis." Urban Review 52, no. 1 (April 5, 2019): 1–25. http://dx.doi.org/10.1007/s11256-019-00509-2.

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Cowden, Chapel, Priscilla Seaman, Sarah Copeland, and Lu Gao. "Teaching with Intent: Applying Culturally Responsive Teaching to Library Instruction." portal: Libraries and the Academy 21, no. 2 (2021): 231–51. http://dx.doi.org/10.1353/pla.2021.0014.

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Re'vell, Mike D. "Moving Toward Culturally Restorative Teaching Exchanges." International Journal of Smart Education and Urban Society 10, no. 2 (April 2019): 53–69. http://dx.doi.org/10.4018/ijseus.2019040104.

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The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-used by teachers. This article explores the use of restorative practices as a mediator for improving teacher sense of efficacy or future facing self-evaluations of knowing what and how to use culturally responsive teaching practices.

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Barnes, Tia Navelene, and Kathleen McCallops. "Perceptions of culturally responsive pedagogy in teaching SEL." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 70–81. http://dx.doi.org/10.1108/jme-07-2017-0044.

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Purpose The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data. Findings The analyses produced 11 interrelated themes. Practical implications School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability. Social implications Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch. Originality/value There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

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Yuan, Huanshu. "Teaching Across Cultures." Journal of Comparative & International Higher Education 11, Spring (April 3, 2019): 11–21. http://dx.doi.org/10.32674/jcihe.v11ispring.926.

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Developing teaches’ cultural awareness and knowledge base of diversity is essential for developing teachers with multicultural perspective and culturally responsive pedagogy in China. The purpose of this qualitative study was to explore preservice Han teachers’ perspectives of multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Following findings were revealed from this study: Puzzling attitudes towards multiculturalism and diversity, popularizing Western culture, unifying Chinese culture, blurring minority cultures and ethnic diversity, symbolized cultural representation and knowledge of minority groups, and inadequate academic preparation in teaching for diversity.

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Nabb, Keith, Jaclyn Murawska, Jessie Doty, Annie Fredlund, Stewart Hofer, Casie McAllister, Sami Miller, et al. "The Condo Problem: Is This Culturally Responsive Teaching?" Mathematics Teacher: Learning and Teaching PK-12 113, no. 9 (September 2020): 692–701. http://dx.doi.org/10.5951/mtlt.2019.0400.

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Teachers will inevitably encounter mathematical problem contexts that suggest mainstream views, incorporate deficit language, or make inequities visible. This project reports on a small intervention in which prospective elementary teachers were asked to rewrite a mathematics problem exercising the cultural competence needed in both daily teaching and the critical examination of curricular documents.

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Harding-DeKam, Jenni L., and Miriam Ben-Peretz. "Defining culturally responsive teaching: The case of mathematics." Cogent Education 1, no. 1 (October 20, 2014): 972676. http://dx.doi.org/10.1080/2331186x.2014.972676.

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Stowe, Rebeka. "Culturally Responsive Teaching in an Oglala Lakota Classroom." Social Studies 108, no. 6 (September 7, 2017): 242–48. http://dx.doi.org/10.1080/00377996.2017.1360241.

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Gist, Conra D. "A culturally responsive counter-narrative of effective teaching." Cultural Studies of Science Education 9, no. 4 (February 4, 2014): 1009–14. http://dx.doi.org/10.1007/s11422-013-9537-0.

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Monyai, Reginald Botshabeng RB. "Culturally Responsive Teaching in a Multi-Cultural Setup." International Journal of Diversity in Education 21, no. 2 (2021): 19–35. http://dx.doi.org/10.18848/2327-0020/cgp/v21i02/19-35.

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Monyai, Reginald Botshabeng RB. "Culturally Responsive Teaching in a Multi-Cultural Setup." International Journal of Diversity in Education 21, no. 1 (2021): 19–35. http://dx.doi.org/10.18848/2327-0020/cgp/v21i01/19-35.

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Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.

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Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

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Jenkins, China, and Mary Alfred. "Understanding the motivation and transformation of White culturally responsive professors." Journal of Adult and Continuing Education 24, no. 1 (November 3, 2017): 81–99. http://dx.doi.org/10.1177/1477971417738793.

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The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was the primary motivation for the participants, that culturally responsive teaching requires complex consideration in its implementation, and there are a variety of challenges that impact culturally responsive professors. Above all, the participants believed in the moral rightness of their work and felt obligated to teach in a culturally responsive manner.

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Hunter, Roberta, Jodie Hunter, Glenda Anthony, and Katrina McChesney. "Developing mathematical inquiry communities: Enacting culturally responsive, culturally sustaining, ambitious mathematics teaching." Set: Research Information for Teachers, no. 2 (October 2, 2018): 25. http://dx.doi.org/10.18296/set.0106.

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Brown, Julie C., Elizabeth A. Ring-Whalen, Gillian H. Roehrig, and Joshua A. Ellis. "Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course." International Journal of Designs for Learning 9, no. 1 (May 9, 2018): 14–33. http://dx.doi.org/10.14434/ijdl.v9i1.23297.

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Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally diverse students or increasing their confidence in working with them. In response to this concern, we designed a theoretically- and contextually-grounded induction course to support culturally responsive secondary science teacher development. The purpose of this four-week course was to engage beginning secondary science teachers (1-5 years of teaching experience) in activities, discussions, and reflections raising awareness of the importance of attending to attitudes about culturally diverse students, as well as abilities to incorporate students’ backgrounds into science instruction. Course goals included improving teachers’: understanding of culturally responsive pedagogy (CRP); sociopolitical awareness and knowledge of their cultural identities; knowledge of and attitudes toward culturally diverse students, their families, and communities; critical reflection on classroom practices; and abilities to design culturally responsive science curriculum units integrating families’ funds of knowledge and/or sociopolitical ties. In this paper, we share our design and implementation experiences, as well as teacher outcomes. Continued conversations between researchers, teacher educators, and others involved in advancing culturally responsive science teaching are crucial to the academic success of culturally diverse student populations.

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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 (November 17, 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 theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed.

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Kelly-McHale, Jacqueline. "Research-to-Resource: Developing a Culturally Responsive Mind-Set in Elementary General Music." Update: Applications of Research in Music Education 37, no. 2 (November 12, 2018): 11–14. http://dx.doi.org/10.1177/8755123318810111.

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The terms culturally responsive teaching and culturally responsive pedagogy have become more common in the vernacular of public-school teaching. However, practical applications of cultural responsivity are not often clearly presented due to the nature of being responsive. Responsivity requires knowledge of students and community (context) specific to each teaching context. Content and materials should then be derived from the development of the contextual understanding. This is why presenting a tool box of culturally responsive practices is not possible when seeking to become more culturally responsive in the classroom. This article seeks to situate cultural responsivity as a mind-set as opposed to an approach or method within the elementary general music classroom. Practical steps that can be taken toward the development of this mind-set are then presented with a focus on context and content.

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Walter, Jennifer S. "Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching." General Music Today 31, no. 2 (July 12, 2017): 24–28. http://dx.doi.org/10.1177/1048371317720262.

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In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a student-centered approach to learning, and to date, culturally responsive teaching has been gaining momentum in education and in music education. Simultaneously, there have been discussions in music education surrounding equity and access to music for all. These discussions have resulted in more urgency to include all students in general music through the completion of high school. Culturally responsive teaching, therefore, is poised to become an important approach to equity and access to music for all. What follows is a brief history of the movement and how culturally responsive teaching can become an integral part of all teachers’ approaches to music.

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Ragoonaden, Karen, and Lyle Mueller. "Culturally Responsive Pedagogy: Indigenizing Curriculum." Canadian Journal of Higher Education 47, no. 2 (August 27, 2017): 22–46. http://dx.doi.org/10.47678/cjhe.v47i2.187963.

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This article examines the impact of culturally responsive pedagogy in an introduction to university course developed in collaboration with local and place-based First Nations communities, Aboriginal Access Studies and the Faculty of Education of the University of British Columbia’s Okanagan Campus. In keeping with requests that Indigenous worldviews be incorporated into curriculum, the content of EDUC 104, modelled on the University of South Carolina’s University 101 Programs, was adapted to incorporate Indigenous traditions of teaching and learning. The introductory course included a holistic approach aimed at supporting the social and emotional well-being of students. Facilitated by peer mentoring, collaborative circles of learning introduced seminal concepts and facilitated the progressive use of newly learned skills. As part of a longitudinal research, the following presents the content of interviews conducted at the conclusion of the courses. Analysis indicated that three themes emerged emphasizing the importance of the circles of learning, peer mentoring, and the relationship with the instructor. In particular, the results demonstrated the perceived value of the course from the students’ perspectives.

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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, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

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