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Journal articles on the topic 'Culturally responsive teaching efficacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 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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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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Hong, Su Hyang, and Insil Chang. "A Study on culturally responsive teaching self-efficacy of elementary teachers: Based on Gay’s theory." Multicultural Education Studies 9, no. 4 (December 31, 2016): 1–20. http://dx.doi.org/10.14328/mes.2016.12.31.01.

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Leonard, Jacqueline, Monica Mitchell, Joy Barnes-Johnson, Adrienne Unertl, Jill Outka-Hill, Roland Robinson, and Carla Hester-Croff. "Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching." Journal of Teacher Education 69, no. 4 (September 20, 2017): 386–407. http://dx.doi.org/10.1177/0022487117732317.

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This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context. However, CRTOE beliefs were consistent across all treatment groups. In regard to CT attitudes, teachers’ gain scores were higher in the game design only and blended contexts than in the robotics only context. In addition, there were differences by treatment group related to STEM (science, technology, engineering, and mathematics) practices, while cultural artifacts were evident in each learning environment. The results of this study reveal some variability by treatment type and inform future research on equitable practices in engineering and computer science education.

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Haan, Jennifer E., Colleen Gallagher, and Lisa Varandani. "Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs." Journal of the Scholarship of Teaching and Learning 17, no. 1 (March 6, 2017): 37–51. http://dx.doi.org/10.14434/v17i1.20008.

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The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.

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Portes, Pedro R., Manuel González Canché, Diego Boada, and Melissa E. Whatley. "Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55, no. 3 (November 24, 2017): 488–531. http://dx.doi.org/10.3102/0002831217741089.

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This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from ( N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.

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Debs, Mira, and Katie E. Brown. "Students of Color and Public Montessori Schools: A Review of the Literature." Journal of Montessori Research 3, no. 1 (May 15, 2017): 1. http://dx.doi.org/10.17161/jomr.v3i1.5859.

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Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research.

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Wernicke, Meike. "Toward Linguistically and Culturally Responsive Teaching in the French as a Second Language Classroom." TESL Canada Journal 36, no. 1 (October 1, 2019): 134–46. http://dx.doi.org/10.18806/tesl.v36i1.1306.

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In English-majority contexts such as British Columbia, French second language (FSL) teachers are increasingly encountering students who are also learning French in addition to English and their home languages. Research findings show that dual language learners are successfully supported through multilingual pedagogies that acknowledge and explicitly value students’ prior learning experiences and multilingual knowledge as an integral resource in their language learning. This poses a particular challenge for FSL teacher candidates whose own language learning experiences have been shaped by institutional bilingualism and monoglossic approaches in bilingual education contexts. This article sets out the implications of this challenge and then describes a teacher education course that specifically addresses the Teaching of English as an additional language (TEAL) with teacher candidates in an elementary French specialist cohort program at a university in British Columbia. The discussion provides an overview of the course and then describes some of the ways in which critical language awareness can be fostered among FSL teacher candidates’ strategies to encourage a linguistically and culturally responsive approach to FSL teaching. Dans un contexte majoritairement anglophone comme celui de la Colombie-Britannique, les enseignantes et enseignants de français langue seconde (FLS) se trouvent de plus en plus souvent face à des élèves qui apprennent le français en plus de l’anglais et de la langue qu’ils ou elles parlent à la maison. Les recherches démontrent que les élèves qui apprennent deux langues bénéficient de pédagogies multilingues efficaces qui reconnaissent et mettent explicitement en valeur leurs expériences d’apprentissage antérieures et leurs connaissances multilingues, et ce, en en faisant une partie intégrante des ressources dans lesquelles ils peuvent puiser au cours de leur apprentissage linguistique. Cela pose un défi particulier pour les enseignantes et enseignants de FLS en formation dont les expériences d’apprentissage linguistique ont été façonnées par le bilinguisme institutionnel et une conception monoglossique des contextes éducatifs bilingues. Le présent article expose les implications de ce défi et décrit ensuite un cours de formation d’enseignantes et d’enseignants qui porte spécifiquement sur l’enseignement de l’anglais comme langue complémentaire (TEAL) dans le cadre d’un programme offert par une université britannico-colombienne à une cohorte de spécialistes de la langue française au niveau élémentaire. La discussion présente un aperçu du cours et décrit ensuite certaines façons de favoriser le développement d’une conscience linguistique critique dans le cadre des stratégies des enseignantes et enseignants de FLS en formation afin de promouvoir le développement d’une conception de l’enseignement qui prenne en compte les réalités linguistiques et culturelles.

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DeSantis, Joshua, and Cherish Christopher. "Educators’ experiences as K-12 students and efficacy for teaching in diverse schools." Journal for Multicultural Education 15, no. 2 (May 28, 2021): 138–51. http://dx.doi.org/10.1108/jme-09-2020-0101.

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Purpose Significant differences exist in the racial composition of America’s student and teacher populations. This reality is compounded by the racial re-segregation patterns affecting many schools and systems in the USA. These trends make it increasingly less likely that educators encounter racial diversity during their experiences as K-12 students and more likely that they encounter racial diversity as educators. This paper aims to present the results of a study designed to explore the consequences of this reality on those educators’ abilities to successfully reach their students? Design/methodology/approach The present study used a quantitative exploratory design. Data were analyzed to determine if educators’ experiences as K-12 students affected their present self-efficacy for teaching in diverse classrooms, their self-efficacy for using culturally responsive techniques, and their confidence in the merits of deploying these approaches in classrooms. Findings Data from the present study suggest that educators whose school experiences included significant interactions in racially diverse settings are significantly more likely to possess a higher level of self-efficacy than those who do not. Originality/value This study illuminates an unexplored consequence of school resegregation and lends support for efforts to diversify the teaching force and resist school resegregation.

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Kenyon, DenYelle, Tracey McMahon, Anna Simonson, Char Green-Maximo, Ashley Schwab, Melissa Huff, and Renee Sieving. "My Journey: Development and Practice-Based Evidence of a Culturally Attuned Teen Pregnancy Prevention Program for Native Youth." International Journal of Environmental Research and Public Health 16, no. 3 (February 6, 2019): 470. http://dx.doi.org/10.3390/ijerph16030470.

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A clear need exists for teen pregnancy prevention programs that are responsive to the specific needs and cultural contexts of Native American communities. Recent data indicates that the birth rate for Native teens is nearly two and a half times the rate for White teens (32.9 versus 13.2). To address this disparity, we conducted formative research with Northern Plains Native American community members, resulting in My Journey, a culturally attuned curriculum for 6–8th graders. My Journey is grounded in traditional values and teachings to promote self-efficacy in sexual health decision-making and engagement in prosocial behaviors. We conducted a pilot study with 6–8th grade students (n = 45), aged 11–14 years (22 females, 23 males). Pilot study findings confirm program feasibility and acceptability. The process evaluation revealed that teachers liked the curriculum, particularly its adaptability of cultural components and ease of student engagement. The outcome evaluation demonstrated that My Journey provided an avenue for NA youth to increase their sex refusal self-efficacy. Application of the culture cube framework revealed My Journey has made a meaningful practice-based evidence contribution as a community-defined, culturally integrated curriculum that is effective. Future directions include broader implementation of My Journey, including adaption for additional populations.

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Kyungran Roh. "The analysis on the effects of Preservice secondary teachers' culturally responsive teaching self-efficacy on the multicultural teaching ability - Focused on the case of a women's university located in Seoul-." EDUCATIONAL RESEARCH 53, no. ll (April 2012): 243–77. http://dx.doi.org/10.17253/swueri.2012.53..009.

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Ansorger, Jennifer. "An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19." Education Sciences 11, no. 8 (July 23, 2021): 376. http://dx.doi.org/10.3390/educsci11080376.

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Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

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Halpern, Clarisse, and Hasan Aydin. "The light in their eyes: creating a multicultural education course for doctoral-level students." Journal for Multicultural Education 35, no. 2 (March 5, 2020): 85–100. http://dx.doi.org/10.1108/jme-11-2019-0079.

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Purpose The purpose of this study is to investigate the perceptions of graduate students about the need for a multicultural education course at doctoral level in a mid-sized higher education public institution in Southwest Florida. Design/methodology/approach A qualitative case study method was applied with multiple sources of data collected, including semi-structured interviews, observations and students’ written papers, online discussions and assignments that aimed to prepare educators to teach culturally diverse students and challenge their own perceptions about culture, race and other multicultural education-related topics. Findings The findings indicate that, even though the multicultural education course promoted an eye-opening transformational experience for students through their interactions and learning from each other, the students still need further training in multicultural education because of their limited culturally responsive teaching skills. Research limitations/implications Limitations of the study are that both the researchers were deeply involved with the material and the class, as the class professor and one of the students, which might have affected the authors’ perception about the students’ journey in learning about multicultural education. The researchers’ dual-role (as researchers and course professor and graduate assistant) might have influenced the participants’ responses, as they knew they were part of a research project. Thus, the participants’ spontaneity in sharing their opinions and beliefs about multicultural education may have been hampered, perhaps responding what the researchers expected rather than with their authentic perspectives on the topics. Practical implications The implications of this study to teachers, educators and practitioners are that it invites the readers to reflect on their academic preparedness to work with culturally diverse students. For policymakers, the study indicates the need for creating standards that aim to examine in-service graduate student teachers about their self-efficacy, readiness and dispositions to work with culturally diverse students. Originality/value Because of the limited publications on doctoral students learning multicultural education, the authors’ study offers an important insight into the transformational experience of doctoral students learning multicultural education and the implications for improving graduate courses in multicultural education.

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Chun, Hui Young, and Marilyn Shelton. "The Relations among the Experiences and Beliefs of Cultural Diversity, and the Culturally Responsive Teaching Efficacy of American Early Childhood Preservice Teachers : Mediating Effect of the Beliefs and Multi-group Analysis of Teacher Education Stages." Journal of Korean Child Care and Education 9, no. 5 (October 31, 2013): 79–107. http://dx.doi.org/10.14698/jkcce.2013.9.5.079.

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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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Carlos, Parra, and Geriguis-Mina Nanci. "Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success." Academicus International Scientific Journal 24 (July 2021): 130–58. http://dx.doi.org/10.7336/academicus.2021.24.09.

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In reference to cultural patterns in collectivistic societies, teaching and learning are greatly influenced by the teachers’ collectivistic or individualistic cultural orientation (Kaur & Noman, 2015). However, in dealing with both audiences and their teaching platforms, a chasm appears between methodologies and their applications since collectivistic societies are reluctant to accept methodologies perceived as mere Western innovations. In other words, a seemingly pedagogical incongruence arises where direct individualistic Western influence is perceived as unsuitable to a collectivistic mindset. One must keep in mind that family members in collectivist societies, who view themselves as part of a group rather than independent individuals, seem to feel more interdependent and mutually responsible for each other. In addition to Vygotski’s assertion that children’s cognitive development is enriched through social interaction with more skilled individuals (1978), Bandura (1982) emphasizes that the degree to which learners believe in their own self-efficacy influences their functioning cognitively, motivationally, emotionally, and their decision making process. Also, self-efficacy is perceived to accelerate the process of adapting to a new environment while learners adopt new cultural practices and consent to norms and expectations. In our exploration, second-language learners (SLLs) from collectivistic societies advance academically—English as a second language included—within the frame of sociocultural theory, since they seem to be motivated by their culturally-induced sense of obligation to honor their parents and other group members. These SLLs are positively influenced by their prior experiences with the group’s perceptions and expectations of their capability to learn an additional language (Bandura & Schunk, 1981; Schunk, 1991). Our research seems to indicate that this outcome is significantly affected by the self-efficacy and self-reliance produced by prior successes in challenging tasks that may have been mandated by the SLL’s elders. In addition, SLLs also seem to succeed in accomplishing more challenging goals as they observe their families’ values and traditions even when they are in a society that enforces individualistic values.

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Corneille, Maya, Anna Lee, Sherrice Allen, Jessica Cannady, and Alexia Guess. "Barriers to the advancement of women of color faculty in STEM." Equality, Diversity and Inclusion: An International Journal 38, no. 3 (April 15, 2019): 328–48. http://dx.doi.org/10.1108/edi-09-2017-0199.

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PurposeThe purpose of this paper is to highlight critical issues facing women of color (WOC) faculty and to synthesize the research literature in order to offer recommendations for action to address inequities using an intersectionality framework.Design/methodology/approachThe authors conducted a qualitative meta-analysis. Relevant articles were obtained through a search of the EBSCO and Google Scholar databases entering in combinations of specific keywords. In order to be included in this review, the manuscripts had to be published between the years 2001 and 2017; in a peer-reviewed journal; and available through the university library system.FindingsThe majority of manuscripts in the meta-analysis revealed high teaching and service loads, ambiguous standards for tenure and lack of culturally responsive mentorship are challenges experienced by WOC faculty. Moreover, there is limited research that examines STEM WOC faculty experiences at minority-serving institutions and in leadership roles. Further research is needed to examine the long-term efficacy of mentoring strategies and institutional transformation efforts for WOC. These numerous challenges cumulatively undermine institutions’ abilities to implement institutional transformation that impacts WOC in higher education.Originality/valueThe recommendations provided are based on the results of the meta-analysis and are intended to promote systemic change for STEM WOC faculty in institutions through intersectional and transformational approaches.

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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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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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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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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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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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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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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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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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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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