Relevant bibliographies by topics / Culturally responsive teaching efficacy

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

Academic literature on the topic 'Culturally responsive teaching efficacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Culturally responsive teaching efficacy"

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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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Siwatu, Kamau Oginga, Steven Randall Chesnut, Angela Ybarra Alejandro, and Haeni Alecia Young. "Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts." Teacher Educator 51, no. 4 (September 8, 2016): 277–96. http://dx.doi.org/10.1080/08878730.2016.1192709.

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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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Siwatu, Kamau Oginga. "Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs." Teaching and Teacher Education 23, no. 7 (October 2007): 1086–101. http://dx.doi.org/10.1016/j.tate.2006.07.011.

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Chu, Szu-Yin, and Shernaz Garcia. "Culturally Responsive Teaching Efficacy Beliefs of In-Service Special Education Teachers." Remedial and Special Education 35, no. 4 (February 24, 2014): 218–32. http://dx.doi.org/10.1177/0741932513520511.

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Siwatu, Kamau Oginga. "Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study." Journal of Educational Research 104, no. 5 (July 2011): 360–69. http://dx.doi.org/10.1080/00220671.2010.487081.

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Fitchett, Paul G., Tehia V. Starker, and Beth Salyers. "Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course." Urban Education 47, no. 3 (February 28, 2012): 585–611. http://dx.doi.org/10.1177/0042085912436568.

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Young, Jemimah Lea. "Does digital curricula matter? An examination of online versus traditional multicultural education course delivery." Higher Education Politics & Economics 3, no. 1 (July 11, 2017): 207–21. http://dx.doi.org/10.32674/hepe.v3i1.16.

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Digital curricula and online learning materials are necessary to reach the next generation of teachers. The purpose of this study was to examine the effects of an online introductory multicultural education course on the culturally responsive teaching self-efficacy (CRTSE) and culturally responsive teaching outcome expectancy (CRTOE) of pre-service teachers. The results suggest that online multicultural education has a moderate effect on pre-service teacher CRTSE and CRTOE. Implications are provided for pre-service teacher education and further research.
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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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Vidwans, Mithila, and Farahnaz Faez. "Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers." TESL Canada Journal 36, no. 2 (December 11, 2019): 48–67. http://dx.doi.org/10.18806/tesl.v36i2.1313.

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Set in Ontario, which is the most diverse province in Canada, this study (N = 76) examined Internationally Educated Teachers’ (IETs) and non-Internationally Educated Teachers’ (non-IETs) sense of self-efficacy for providing linguistically and culturally inclusive pedagogy in K-12 classrooms. Theories of self-efficacy and culturally responsive pedagogy frame this research. This study employed a quantitative 40-item survey to compare teachers’ self-efficacy perceptions of general pedagogy and culturally responsive pedagogy. Results show that while both groups were equally consistent in their self-efficacy perceptions for providing general pedagogy, IETs reported significantly higher self-efficacy for providing culturally responsive pedagogy. Réalisée en Ontario, la province la plus diversifiée du Canada, auprès d’enseignantes et enseignants formés à l’étranger (IETs) et d’enseignantes et enseignants formés ailleurs qu’à l’étranger (non-IETs), cette étude rend compte de la mesure dans laquelle ces professeurs se sentent personnellement capables d’offrir efficacement une pédagogie linguistiquement et culturellement inclusive dans les salles de classe de la maternelle à la douzième année. Éclairée par des recherches dans les domaines de l’auto-efficacité et de la pédagogie adaptée aux réalités culturelles, cette enquête quantitative basée sur la réponse à 40 questions a permis de comparer les perceptions d’auto-efficacité des enseignantes et enseignants à l’égard de la pédagogie en général et de la pédagogie adaptée aux réalités culturelles. Les résultats de l’enquête indiquent que, alors que les sentiments d’auto-efficacité des membres des deux groupes étaient uniformes quant à la pédagogie en général, les enseignantes et enseignants formés à l’étranger se sentent considérablement plus à même d’offrir une pédagogie adaptée aux réalités culturelles.
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Dissertations / Theses on the topic "Culturally responsive teaching efficacy"

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Evans, Kathleen. "Examining the Culturally Responsive Teaching Self-Efficacy of Teacher Candidates in Hawaii." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3345.

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As achievement gaps for indigenous, low SES, and ethnically diverse students widen, teacher education programs in Hawaii continue to be charged with preparing teachers to meet the needs of an increasingly diverse student population. Despite efforts to expand accreditation diversity requirements for teacher education programs, it is unknown whether these programs provide the preparation needed for teachers to develop culturally responsive teaching self-efficacy. Guided by self-efficacy theory, this mixed methods study examined teacher candidates' culturally responsive teaching self-efficacy (CRTSE) beliefs, their relationships with demographic and other variables, and candidates' perceptions of factors that might affect these beliefs. Teacher candidates (N = 175) in a 4- year urban university teacher education program in Hawaii completed a demographic questionnaire and the CRTSE scale. Follow-up interviews were held with 9 participants who agreed to be interviewed to further expand on the quantitative findings. Correlational analysis suggested that as participants advanced to higher terms in college, their CRTSE increased. Regression analysis found that 2 variables predicted CRTSE scores: participant experiences with diverse students and their diversity course ratings. Interview data were transcribed, open-coded, and thematically analyzed. Qualitative findings appeared to support the quantitative results, including participants' perceptions that having more experiences with diverse students and having more diversity courses better prepares them to teach diverse students. This study is socially impactful because it shows that culturally responsive skills training and related experiences may increase teachers' CRTSE and thereby may contribute to mitigating achievement gaps for diverse students, particularly in Hawaii.
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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Ph. D.
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Sarker, Amie. "Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-efficacy." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177251/.

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This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participants enrolled in TE classes in the spring 2012 in Texas (one private and one public university). Content analyses were also conducted on participants' descriptions of CRT activities using a priori and inductive coding methods to triangulate and elaborate the explanation of quantitative results. In this population, those with higher CRTSE were typically young (undergraduates), specializing in ESL and bilingual certification coursework, who felt their TE program prepared them well for working with CLD student populations. Regression analyses showed that certain certification areas (ESL, bilingual, elementary, and advanced) and perceptions of better quality in TE program preparation for working with CLD students emerged as significant predictors of increased CRTSE. Those with second language skills were more efficacious in delivering linguistically-responsive instruction, and those professing more experiences with and interest in diverse individuals felt more confident in applying CRT skills. While the younger teacher candidates felt more efficacious, their descriptions of CRT were less sophisticated than those with more teaching experience. Despite much of the literature relating to CRT and minority teachers, ethnicity was not a significant factor in heightened CRTSE. This study informs TE programs for better measuring and supporting teacher candidate CRT development by revising and extending Siwatu's 2007 study in three ways. First, the CRTSE Scale instrument was extended to include items that address greater depth and breadth of the culturally responsive teaching continuum as developed by the researcher, relating particularly to language and literacy development of English language learners. Second, this study involved a more varied and appropriate population, including both pre-service and in-service teachers. Third, specific participant factors were analyzed to see which correlated with higher CRTSE Scale scores.
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Francis, Christine M. "The Impact of a "Response to Intervention" Initiative on Teachers' Efficacy with Students of Color in a Voluntary Desegregation Program." Thesis, Boston College, 2009. http://hdl.handle.net/2345/715.

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Thesis advisor: Elizabeth A. Twomey
Thesis advisor: James Marini
This qualitative case study focused on a Response to Intervention (RTI) literacy initiative in a suburban elementary school near an urban area in New England. The initiative incorporated professional development about RTI and implementation of components of an RTI model. The participant-researcher analyzed teachers' feedback regarding the professional development and the RTI model, as the initiative developed, with a specific focus on the teachers' perceptions about the impact of the initiative on the school's capacity to effectively instruct urban students of color who are participants in a voluntary desegregation program. The professional development about RTI incorporated three features which are recommended for professional learning communities: content which is research-based, process which includes reflection and dialogue, and context which is job-embedded. The RTI model utilized the "problem-solving" approach, and incorporated progress-monitoring and interventions. The findings from the study indicated that the combination of three elements (sustained professional development about RTI, implementation of RTI in the school setting, and conversations and questions about addressing the needs of urban students of color) resulted in increased teacher confidence in their ability to provide effective instruction to this population of students. Further, the interaction of these three elements resulted in identification of next steps which the teachers believe will specifically address these students' needs. However, several teachers questioned whether RTI was adequate to address the complex issues of students of color in a voluntary desegregation program. They recognized that they needed more information about effective instructional strategies to match the learning profiles of this population of students. Combining the results of this case study with the recommendations of the professional literature about culturally responsive teaching, it appears that Response to Intervention has the potential to address the learning needs of urban students of color, but only if practitioners incorporate some basic principles of culturally responsive teaching. Integrating the results of this study with the professional literature about Response to Intervention, culturally responsive teaching, and effective professional development, the participant-researcher recommends that policymakers and educators should consider incorporating culturally responsive teaching into their RTI models in order to truly make RTI effective for addressing the achievement gap. Further, the researcher recommends that schools should provide sustained professional development (with content based upon research, process which includes reflection and dialogue, and context which is job-embedded) to increase teachers' understanding about Response to Intervention and about culturally responsive teaching
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Wong, Wing-yee, and 黃詠宜. "Understanding language teacher's culturally responsive teaching self-efficacy and its enhancement through learning study in Chinese reading with young Chinese language learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206756.

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This dissertation consists of two studies which addressed the issue of teaching young Chinese Language Learners (CLLs) to learn Chinese and their language teacher’s culturally responsive teaching self-efficacy. Young CLLs in Hong Kong mainly came from ethnic minorities of South Asia, the differences between language systems and complicated home languages imposed challenges on their Chinese learning. Frontline Chinese language teachers often encounter difficulties in teaching due to inadequate training about the learning needs of young CLLs and effective pedagogies. Teacher’s self-efficacy has a significant impact on students’ academic performance and engagement of students from diverse background. In order to facilitate both learning and teaching of Chinese as a second language (L2), this study explored teacher’s culturally responsive teaching self-efficacy (CRTSE) through a mixed methods research. Study I addressed this issue by developing and validating the Chinese Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale for the language teachers teaching Chinese as a L2 in Hong Kong. A total number of 128 Chinese language teachers were recruited for the validation of scale. Through the Exploratory Factor Analysis, a 5-factor solution with Varimax Rotation was adopted with consent by the expert panel. The 5-factor structure of the scale included Teaching to accommodate diversity, Awareness of cultural difference, Development of positive and trusting relationship, Communication with parents and School-based curriculum development. The study will shed light on the in-depth investigation on teacher’s enhancement of CRTSE in Study II. Quantitative analysis on scores obtained from 166 Chinese language teachers revealed the current phenomenon faced by frontline teachers in Hong Kong. As captured by the scale, teachers scored the lowest on Factor 2, Awareness of cultural difference (Mean= 48.98; S.D.=18.87), and the highest on Factor 3, Development of positive and trusting relationship (Mean= 68.90; S.D.=11.90). The mean of total score among participants in the study (Mean=63.78; S.D.=11.69) was found to be lower than that obtained in Siwatu’s study (Mean=84.05; S.D.=8.55) in 2007. In Study II, teacher’s development and enhancement on the CRTSE were explored through Learning Study which is a classroom-based research using the phenomenographic approach and the Variation Theory. Measured by the Chinese CRTSE Scale and the Structured Test, both teachers and young CLLs showed improvement on their teaching and learning after the Learning Study. Qualitative analysis revealed how Variation Theory facilitated teacher’s development of effective pedagogies with variations in language and culture. The mastery and vicarious experience facilitated teacher’s development of awareness and accommodation of teaching towards cultural diversity. The collaborative nature of Learning Study also fostered teacher’s self-reflection and assimilation of cultural diversity into the school-based curriculum. How teacher’s development of awareness, accommodation and assimilation towards cultural diversity nurtured through the two years made contribution to their development of cultural responsiveness were examined. This study is a pioneering research on the enhancement of teacher’s CRTSE through Learning Study. Learning Study is proven a powerful intervention enhancing both learning and teaching of Chinese as a L2. This professional development model could make an impact on culturally diverse classrooms.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Greene, Morgan Camille. "An Auto-ethnography: Critiquing the Cultural Milieu of My Classroom." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1147187966.

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Revell, Michael Mike. "Using Culturally Responsive Teaching| Practices to Build Teacher Sense of Efficacy for Developing High Achieving Urban African-American and Latino-American Students." Thesis, Bowie State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10605591.

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The assumed achievement gap between students of color and their White 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. Although Gay (2001) has advocated for teachers to match instruction to “… the cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them,” still culturally responsive teaching continue to be under-used by teachers (Ware, 2006; Siwatu 2011).

This study explored the relationship of teacher sense of efficacy or future facing self-evaluations of knowing what to do and how to do it in using culturally responsive teaching practices to improve the achievement of urban grade school students of color. Through a mixed-methods design, the investigator went beyond predicting the existence of a relationship between teacher sense of efficacy in the use of culturally responsive teaching practices toward uncovering the impact of this relationship upon the reading and math achievement of urban students of color. It was discovered that universally assumed social values (McGruder, 1999: Donovan & Marlatt, 1988; Nichols, 1986) or epistemology (Nichols, 1986) not only influence the teacher’s efficacy (Bandura, 1997) in gaining knowledge of cultural responsiveness but also in knowing how to use the practices of cultural responsiveness.

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Alexander, Sashelle Thomas. "Culture, Efficacy and Outcome Expectancy in Teacher Preparation: How Do the Beliefs of Pre-Service Interns, Mentor Teachers, University Supervisors and Teacher Educators Compare?" Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1308677976.

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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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Books on the topic "Culturally responsive teaching efficacy"

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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 efficacy"

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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 efficacy"

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Wilkens, Kim, Luther Tychonievich, and Jennifer Chiu. "Changes in K-8 Teacher Self-Efficacy with CS and Culturally Responsive Teaching through an RPP Workshop." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439644.

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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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Idaewor, Hope. "Using Culturally Responsive Narratives in Virtual Reality To Influence Cognition and Self Efficacy." In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2019. http://dx.doi.org/10.1109/vr.2019.8798028.

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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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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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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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Reports on the topic "Culturally responsive teaching efficacy"

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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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