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Articoli di riviste sul tema "Culturally responsive school model"

Autore: Grafiati

Pubblicato: 10 dicembre 2024

Ultima modifica: 31 luglio 2025

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1

Kressler, Benikia, Lindsey A. Chapman, Amy Kunkel, and Katrina A. Hovey. "Culturally Responsive Data-Based Decision Making in High School Settings." Intervention in School and Clinic 55, no. 4 (2019): 214–20. http://dx.doi.org/10.1177/1053451219855737.

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Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno’s IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), wo

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Sarıdaş, Gürkan, and Funda Nayır. "Examining the level of culturally responsive school culture." International Journal of Assessment Tools in Education 12, no. 2 (2025): 387–413. https://doi.org/10.21449/ijate.1478068.

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Culturally responsive school culture is a type of school culture in which culturally responsive education is implemented. The purpose of the study was to define culturally responsive school culture, to identify its components, and to determine a roadmap for school administrators to transform school culture into a culturally responsive school culture. The research was designed with mixed methods. In accordance with the sequential exploratory design, qualitative data were first collected through a semi-structured interview form and in-depth research was conducted on an unknown situation. Then, q

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Kozleski, Elizabeth, Donna Sobel, and Sheryl Taylor. "Embracing and Building Culturally Responsive Practices." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (2003): 73–87. http://dx.doi.org/10.56829/muvo.6.1.54558065122030q7.

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Individual teacher excellence can only become collective tradition when the contexts in which teachers practice and learn are able to support, sustain, and expect culturally competent practice. Culturally responsive systems require the development of individual and collective discourse and practice focused on exploring how cultural perspectives, experiences, and histories shape and divide members of the system. This article provides an approach to building culturally responsive practices that focuses on practitioners' understandings about their own roles in renewing and reforming school and cl

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

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Response to Intervention (RTI) is a tiered intervention that assists school personnel in determining eligibility for special education services. Studies support the use of RTI as an early intervention for addressing significant learning disabilities (SLD) and social emotional behaviors, as well as for students who are culturally and linguistically diverse (CLD) and not making progress through general interventions. However, recommendations for implementation are not explicitly provided, especially for culturally responsive implementation. While proposed as a model for students with challenging

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Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (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

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Taylor, Julia V., Faith Zabek, Jen Koide, Aloise D. Phelps, Kathryn L. Zeanah, and Michael D. Lyons. "Utilizing a Telementoring Model to Promote the Evidence-Based School Counseling Model." Professional School Counseling 27, no. 1a (2023): 2156759X2311607. http://dx.doi.org/10.1177/2156759x231160717.

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Telementoring is a low-cost, flexible way for school mental health professionals to access professional learning. Using a mixed-methods intervention design, we examined the impact of prolonged telementoring on school mental health professionals’ (school counselors, psychologists, social workers, and others) understanding and application of evidence-based school counseling, including associations between their use of evidence-based, culturally responsive, and collaborative practices to support student mental health. Our findings demonstrate support for the use of telementoring to improve school

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NurIsmani, Winda, Imas Juidah, Agus Nasihin, and Yayah Kurniah. "Pendekatan Culturally Responsive Teaching Menggunakan Media Canva pada Pembelajaran Bahasa Indonesia di SMA." Jurnal Pendidikan Educandum 5, no. 2 (2025): 254–60. https://doi.org/10.55656/jpe.v5i2.463.

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This study examines the integration of Culturally Responsive Teaching (CRT) with Canva in Indonesian language learning at the senior high school level. Using a qualitative case study at SMA Negeri 2 Indramayu, data were gathered through observations, interviews, and student work analysis. The results show that most students (83%) effectively used Canva to create culturally themed concept maps and texts, demonstrating increased engagement, creativity, and cultural understanding. The study concludes that combining CRT with digital media enhances meaningful learning by connecting students’ cultur

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Anjaswuri, Fitri, Indri Yani, Nurlinda Safitri, and Ilmi Zajuli Ichsan. "Development of Monopoly Media Based on Culturally Responsive Teaching on an Ecosystem Theme for Elementary School Students." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 10596–601. http://dx.doi.org/10.29303/jppipa.v9i12.5330.

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Development of monopoly media based on culturally responsive teaching on ecosystem themes for fifth-grade elementary school students using the Research and Development method with the ADDIE model. Analysis of needs and conditions is focused on real conditions apart from innovative learning strategies, but the use of innovative and interesting learning media or learning resources makes learning more meaningful. The development of innovative learning media is an alternative to solving problems that occur in the learning process, especially for students. Culturally responsive teaching is an effec

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Powell, Rebecca, Susan Chambers Cantrell, Victor Malo-Juvera, and Pamela Correll. "Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research." Teachers College Record: The Voice of Scholarship in Education 118, no. 1 (2016): 1–46. http://dx.doi.org/10.1177/016146811611800107.

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

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Blitz, Lisa V., Denise Yull, and Matthew Clauhs. "Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools." Urban Education 55, no. 1 (2016): 95–124. http://dx.doi.org/10.1177/0042085916651323.

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Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Find

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Rodriguez, Rizzie. "Leading Multicultural Schools: Strategies For Cultural Identity, Language Diversity, and Inclusive Policy Reform." Psychology and Education: A Multidisciplinary Journal 41, no. 10 (2025): 1144–54. https://doi.org/10.70838/pemj.411005.

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Educational leadership in multicultural settings demands strategies that foster inclusivity, equity, and responsiveness to cultural diversity. This qualitative phenomenological study examines leadership practices in multicultural schools in Lambayong, Philippines, focusing on how school leaders navigate cultural complexities while promoting equitable learning opportunities. Grounded in Culturally Responsive Leadership Theory, the Social Change Model of Leadership Development, and Transformational Leadership Theory, this study explores leadership approaches that support culturally inclusive pol

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McIntosh, Novea A., and Connie L. Bowman. "Reflections: Professional Development Using a Gradual Release Model to Facilitate Culturally Responsive Strategies in a Rural Secondary School Curriculum in Malawi." International Journal of Educational Reform 28, no. 3 (2019): 235–52. http://dx.doi.org/10.1177/1056787919858147.

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This self-reflection article explores the collaboration with a nongovernmental organization serving underserved students in Malawi and a private Midwestern university educator preparation program which provided research-based pedagogical culturally responsive practices to teachers. Through strong partnerships, education programs can combine their academic and activist voices to prepare teachers as change agents. This article examines the Malawian education system that is gradually shifting from a decentralized system. The authors provided professional development focused on a framework of grad

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García, Shernaz, and Alba Ortiz. "A Framework for Culturally and Linguistically Responsive Design of Response-to-Intervention Models." Multiple Voices for Ethnically Diverse Exceptional Learners 11, no. 1 (2008): 24–41. http://dx.doi.org/10.56829/muvo.11.1.gu04327p723217t0.

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Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities. For RTI to be an effective mechanism for addressing disproportionate representation of culturally and linguistically diverse students in special education, its focus must go beyond school and classroom implementation of academic or behavioral interventions to also address systemic factors that may be contributing to educational underachievement for students f

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Shiller, Jessica T., and Inte’a DeShields. "Meet students in the middle: A culturally responsive, near-peer literacy program." Phi Delta Kappan 104, no. 2 (2022): 17–21. http://dx.doi.org/10.1177/00317217221130627.

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The middle school years are important for social and emotional learning, and the COVID-19 pandemic exacerbated social-emotional learning needs. At this age, young people are paying attention to the social world and exploring their identities and need learning environments that respond in kind. Jessica Shiller and Inte’a DeShields describe a model for middle school learning built on their need to connect with their peers, learn about their cultural identities, and receive social and emotional support. Pairing college students with middle schoolers, the model for literacy instruction produced po

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Bal, Aydin, Kemal Afacan, and Halil Ibrahim Cakir. "Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation." American Educational Research Journal 55, no. 5 (2018): 1007–50. http://dx.doi.org/10.3102/0002831218768796.

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Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. Learning Lab members engaged in histori

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Zahyuni, Violita, and Nuraini Nuraini. "Pengembangan Bahan Ajar dengan Pendekatan Culturally Responsive Teaching pada Elemen Bilangan Kelas IV SD." Jurnal Tonggak Pendidikan Dasar : Jurnal Kajian Teori dan Hasil Pendidikan Dasar 3, no. 2 (2025): 201–18. https://doi.org/10.22437/jtpd.v3i2.42429.

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The research conducted aims to develop printed teaching materials in the form of books with the Culturally Responsive Teaching approach in mathematics learning for grade IV of Elementary School. This research is a type of development research (Research and Development) which is a research using a qualitative and quantitative approach (mix method). The development model used in this research is the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data collection in this study is observation, interviews and documentation. The data analysis process uses quantit

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Azizan, Nashran, Deny Setiawan, Hidayat Hidayat, and Maulana Arafat Lubis. "ASSESSING THE IMPACT OF A CULTURALLY RESPONSIVE TEACHING MODEL ON CIVICS LEARNING OUTCOMES IN ELEMENTARY SCHOOLS." Conhecimento & Diversidade 17, no. 45 (2025): 133–65. https://doi.org/10.18316/rcd.v17i45.12367.

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This study investigates the effect of a culturally responsive teaching (crt) model on the civics learning outcomes of elementary school students. grounded in both banks’ multicultural education theory and vygotsky’s sociocultural theory, the research explores how integrating students’ cultural backgrounds into the curriculum can improve their civics knowledge, foster positive attitudes toward civic engagement, and enhance classroom participation. a mixed-methods approach was adopted, involving a pretest-posttest design to assess changes in knowledge and attitudes, alongside qualitative data fr

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Heineke, Amy, Aimee Papola-Ellis, Sarah Cohen, and Kristin Davin. "Linguistically responsive professional development: An apprenticeship model." Improving Schools 21, no. 1 (2017): 32–47. http://dx.doi.org/10.1177/1365480217732632.

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Across the globe, schools serve students from increasingly diverse backgrounds, including those still learning the dominant language. But schools have struggled to maintain pace with the changing population, resulting in a lack of prepared teachers and subsequent gaps in student achievement. In this article, we share a theoretically grounded and research-based approach to build capacity in linguistically diverse schools through multi-faceted professional development (PD) efforts with teachers and leaders. Based on a 3-year project that successfully built foundations, structures, and supports f

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Nurramadhani, Annisa, Yuyun Elizabeth Patras, Resyi Abdul Ghani, Yoshikazu Tatemoto, Rista Chamelia Anggraeni, and Arin Fajar Sisworo. "Culturally Responsive Teaching: An Approach to Cultivate Students' Global Diversity Character." Pedagogia: Jurnal Ilmiah Pendidikan 17, no. 1 (2025): 104–12. https://doi.org/10.55215/pedagogia.v17i1.50.

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This research aims to investigate students’ global diveristy character in elementary school with culturally responsive teaching (CRT) appraoch. This research method used in this study is descriptive quallitative with 26 students who in fifith grader of elementary schools. They are coming from different ethnic groups (Sundaness, Javaness, Minangkabau, Sunda-Java, Sunda-Batak). CRT is implemented in mathematical learning with Problem based learning model. Mathematical subject is integrated with cultural and local wisdom. Global diversity character is taken by global diversity character questionn

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Safitri, Eka Arnessya, and Lina Agustina. "Efektivitas Pembelajaran TGT Berbasis CRT Pada Materi IPA Kelas VII SMP Muhammadiyah 1 Surakarta." Bioscientist : Jurnal Ilmiah Biologi 13, no. 1 (2025): 168. https://doi.org/10.33394/bioscientist.v13i1.14736.

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This research aims to determine the effectiveness of TGT type cooperative learning based on CRT (Culturally Responsive Teaching) on science material at Surakarta Muhammadiyah Middle School. This research method is quasi-experimental research, with a sample of 42 students, data collection techniques using tests (post-test), interviews and observation. The data analysis technique for cognitive learning outcomes is in the form of a t test and affective learning outcomes in the form of descriptive statistics. The research results show that t test results with a significance value of 0.000 <0.05

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Silvers, Penny, and Josephine Sarvis. "Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding." Journal of Education 200, no. 3 (2019): 196–206. http://dx.doi.org/10.1177/0022057419881172.

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Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexi

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Kapofu, Lifeas Kudakwashe. "Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL." International Education Studies 14, no. 3 (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&rsquo; experiences in a culturally diverse integrated high school were explored and interpreted vis-&agrave;-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 ex

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陸怡琮, 陸怡琮. "在文化中學習自主閱讀科學文本：「回應排灣文化的科學閱讀課程」之設計與發展". 教育研究月刊 331, № 331 (2021): 075–94. http://dx.doi.org/10.53106/168063602021110331006.

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林素卿, 林素卿. "文化性回應校本評鑑模式於學校本位課程之應用". 教育研究月刊 330, № 330 (2021): 083–95. http://dx.doi.org/10.53106/168063602021100330006.

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林素卿, 林素卿. "文化性回應校本評鑑模式於學校本位課程之應用". 教育研究月刊 330, № 330 (2021): 083–95. http://dx.doi.org/10.53106/168063602021100330006.

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Berlian, Zainal, and Miftachul Huda. "Reflecting Culturally Responsive and Communicative Teaching (CRCT) through Partnership Commitment." Education Sciences 12, no. 5 (2022): 295. http://dx.doi.org/10.3390/educsci12050295.

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The strategic approach to enhance cultural skills is aligned with social feeling and sense of belonging as an important element to underlie the interaction pathway with others’ diverse backgrounds. Such an approach of teaching model could be transformed and prepared to encourage ability to communicate and relate to others from diverse backgrounds. The following phase of sufficient integration amongst cognitive, social and emotional substance is reflect in the culturally responsive and communicative teaching (CRCT). This mode is an important element to advance the diverse students amidst an inc

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Harahap, Yulia Sari, Ramadhani Ramadhani, Dahlia Sirait, and Nurhafni Siregar. "Project-based Learning Through a Culturally Responsive Lens: Enhancing Learners' English Literacy Skills." Novitas-ROYAL (Research on Youth and Language) 19, no. 1 (2025): 183–93. https://doi.org/10.5281/zenodo.15222398.

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Learning materials are tools necessary for carrying out educational activities. Preliminary studies showed that there is still a lack of development in learning materials. This study evaluated the development of an integrated project-based learning model based on CRT to enhance literacy skills, which has been tested for validity and effectiveness. The research method used in the research and development model. The research is located in the partner school of city field and Serdang District Bedagai. Thus, the sampling technique is used as a nonprobability sample and is carried out in a partner

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Hoover, John J., and Lucinda Soltero-González. "Educator Preparation for Developing Culturally and Linguistically Responsive MTSS in Rural Community Elementary Schools." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 3 (2018): 188–202. http://dx.doi.org/10.1177/0888406417753689.

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Special educators assume an essential leadership role in school-wide multilayered instructional systems for teaching culturally and linguistically diverse learners with and without disabilities, including learners at risk of being inappropriately referred for special education. Research findings from a model demonstration project are presented informing research to practice in the (a) development of partnerships, (b) delivery of effective professional development, and (c) framing of cultural and linguistic responsive teaching to improve instruction for English learners (ELs) in Grades K-3 in e

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Ginsberg, Alice, Marybeth Gasman, and Andrés Castro Samayoa. "“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (2021): 1–26. http://dx.doi.org/10.1177/016146812112300407.

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Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators

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Kuswandi, Kuswandi. "Culturally Responsive Teaching Modules to Improve Reading Comprehension of Narrative Text for Elementary School Students." Pedagogia : Jurnal Pendidikan 14, no. 2 (2025): 131–60. https://doi.org/10.21070/pedagogia.v14i2.1899.

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This study aims to develop and examine the effectiveness of a Culturally Responsive Teaching (CRT)-based module to enhance narrative text reading comprehension among grade 4 elementary students. CRT was selected for its strength in integrating the local cultural context of West Java into the learning process, creating a cognitive bridge between students' daily experiences and the material. The research employed a modified 4D R&D model that included cultural analysis. Participants involved material, language, and media experts, teachers, and 30 fourth-grade students from SDN Puncakmanis, Su

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Rahmawati, Yuli, Alin Mardiah, Elisabeth Taylor, Peter Charles Taylor, and Achmad Ridwan. "Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability." Sustainability 15, no. 8 (2023): 6925. http://dx.doi.org/10.3390/su15086925.

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According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), culture provides the transformative dimension for ensuring the development process of the United Nations’ 2030 Agenda for Sustainable Development. As one of the key drivers in the implementation of the United Nations’ Sustainable Development Goals, culture ensures a people-centered and context-relevant approach that cuts across a range of policy areas and, thus, in the context of quality education promotes the development of human resources for cultural and environmental sustainability. It is in this c

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Priyangga, Brian, Qoriati Mushafanah, Ikha Listyarini, and Dewi Natalia Kristanti. "Pengembangan Komik dengan Pendekatan Culturally Responsive Teaching untuk Menumbuhkan Literasi Sains pada Kelas V SDN Kalicari 01 Semarang." JURNAL KRIDATAMA SAINS DAN TEKNOLOGI 5, no. 01 (2023): 97–110. http://dx.doi.org/10.53863/kst.v5i01.705.

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This research is a comic development with a Culturally Responsive Teaching approach to foster scientific literacy. Learning media can help achieve learning objectives. This study aims to develop amusing learning media with a Culturally Responsive Teaching approach to foster scientific literacy in fifth-grade elementary schools. The type of research used is Research and Development with the ADDIE development model, namely Analyze, Design, Development, Implementation, and Evaluation. This study used test subjects by carrying out validity tests on media experts, material experts, learning experts

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Khasanah, Khumairotul, Ervina Eka Subekti, and Ariani Nur Setyaningsih. "Penerapan Culturally Responsive Teaching sebagai Pendekatan untuk Mengoptimalkan Kemampuan Berpikir Kritis Peserta Didik." Journal on Education 7, no. 2 (2025): 10154–67. https://doi.org/10.31004/joe.v7i2.8021.

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Critical thinking skills are important skills that must be possessed by 21st century students, but their development at Elementary School level is still constrained by the lack of an approach that accommodates cultural diversity. Culturally Responsive Teaching (CRT) approach offers solution by integrating local cultural values in learning to improve students' critical thinking skills. This study analyzes the application of CRT to optimize students' critical thinking skills. This study uses qualitative method with a descriptive approach, through interviews, observations, and document analysis.

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Juliani, Ai, Anna Permanasari, and Yuyun Elizabeth Patras. "Enhancing Creative Thinking and Global Diversity Through Culturally Responsive Teaching in Primary Schools." AL-ISHLAH: Jurnal Pendidikan 16, no. 3 (2024): 3248–62. http://dx.doi.org/10.35445/alishlah.v16i3.5352.

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This study aims to develop a problem-based learning (PBL) model incorporating a culturally responsive teaching (CRT) approach, with the objective of enhancing creative thinking skills and fostering globally diverse dispositions among primary school students. The research employed a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. Participants included 26 students from a fifth-grade class at a public primary school in Bogor City, divided into experimental and control groups selected through purposive sampling. The implementation of the learning mod

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Blitz, Lisa V., Elizabeth M. Anderson, and Monique Saastamoinen. "Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools." Urban Review 48, no. 4 (2016): 520–42. http://dx.doi.org/10.1007/s11256-016-0366-9.

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Robins, Jennifer H., Laila Y. Sanguras, and Ashley Y. Carpenter. "Development of an Online, Culturally Responsive, Accelerated Language Arts Curriculum for Middle School Students." Gifted Child Today 46, no. 3 (2023): 168–79. http://dx.doi.org/10.1177/10762175231168445.

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In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent development. In our discussion of the curriculum frameworks, we share how two accelerated, online courses centered on themes that motivate and engage diverse learners: identity, heroism, conviction, and sacrifice. In addition, we highlight how the exp

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Thomas, Casedy. "District Certified Culturally Responsive Elementary Teachers and Their Mathematics Teaching Practices." Journal of Urban Mathematics Education 17, no. 1 (2024): 10–47. http://dx.doi.org/10.21423/jume-v17i1a480.

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This case study examines how three elementary teachers, all certified by their school district in culturally responsive teaching (CRT) through professional development opportunities, implement mathematics teaching practices that support CRT and the development of learners’ cultural identities. Furthermore, this study examines the CRT certification process in the focal district and the structures that supported the teachers in their enactment of CRT. In the focal district, commitment to CRT has been identified by division leaders as one means to best serve historically marginalized learners in

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Nurramadhani, Annisa, Yuyun Elizabeth Patras, Resyi Abdul Ghani, Rista Chamelia Anggraeni, and Arin Fajar Sisworo. "Culturally Responsive Teaching Approach: Does it Could Enhance Elementary Students’ Creative Thinking Skills in Mathematics Learning?" Jurnal Ilmiah Sekolah Dasar 9, no. 2 (2025): 382–89. https://doi.org/10.23887/jisd.v9i2.97250.

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The low level of students' mathematical ability requires a transformation of learning that emphasizes contextual understanding and application, one of which is through the integration of local wisdom into culturally responsive teaching.Assessment The research aim is to investigate how culturally responsive teaching (CRT) approach could enhance students’ creative thinking skills in elementary school. The method that is used is quantitative, quasi-experimental design with 52 fifth-grader students as subject, 26 students in each class. The classes are devided into experimental class (with CRT app

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Fathani, Abdul Halim, and Ismi Nurafdila Pangestu. "Development of Problem-Based Senior High School Mathematics Learning Tools with a Culturally Responsive Teaching Approach." VYGOTSKY 6, no. 2 (2024): 111–18. http://dx.doi.org/10.30736/voj.v6i2.1037.

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This development research aims to produce valid, practical, and effective senior high school mathematics learning tools through problem-based learning with a Culturally Responsive Teaching approach. The research employed a 4-D model, consisting of the Define, Design, Develop, and Disseminate stages. The research subjects were 36 students in Class X-4 of SMAN 3 Lumajang for the 2022/2023 academic year. The learning tools outcomes included teaching modules, students’ worksheets (LKPD), student activity observation sheets, and test questions. The established criteria revealed that the learning to

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Al As Anuas;, Salehuddin, Nurfaradilla Mohamad Nasri, and Mohd Norazmi Nordin. "Experts’ Points of View on Culturally Responsive Teaching for Remedial Education." Sodobna Pedagogika 76, no. 2 (2025): 132–54. https://doi.org/10.63384/spb52z783a.

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Incorporating cultural elements into pedagogy is perceived to enhance the language literacy proficiency of underachieving students. This research aims to determine the components required for developing a culturally responsive teaching strategy for remedial education in primary schools. The study utilized a quantitative research design by employing the Fuzzy Delphi method, in which data were collected via questionnaires received from a cross-disciplinary panel of 30 experts The data analysis results indicated that the experts approved all the components based on the consensus value exceeding 7

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Arini, Ririn, Ila Rosmilawati, and Aan Hendrayana. "Development of Culturally Responsive Teaching-Based Interactive Media to Improve Social-Emotional Skills and Learning Motivation in Primary School Students." Jurnal Paedagogy 12, no. 3 (2025): 734. https://doi.org/10.33394/jp.v12i3.15425.

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This study aims to develop an interactive media based on Culturally Responsive Teaching (CRT) to enhance the socio-emotional skills and learning motivation of elementary school students. The research follows the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and involves 42 students, divided into an experimental group and a control group. The instruments utilized include questionnaires, interviews, and tests. The data analysis technique in this study applies validity analysis and effectiveness analysis, measured using

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Yull, Denise, and Marguerite Wilson. "Keeping Black Children Pushed Into, Not Pushed Out of, Classrooms: Developing a Race-Conscious Parent Engagement Project." Journal of Black Psychology 44, no. 2 (2018): 162–88. http://dx.doi.org/10.1177/0095798417753519.

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Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to implement a race-conscious parent engagement project to transform the experiences of Black parents and Black children in the school district. Themes that

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Udmah, Syafaatul, Endang Wuryandini, and Pipit Mahyasari. "Analisis Desain Pembelajaran Culturally Responsive Teaching dalam Konteks Penguatan Literasi Humanistik di Sekolah Dasar." Jurnal Studi Guru dan Pembelajaran 7, no. 2 (2024): 749–58. https://doi.org/10.30605/jsgp.7.2.2024.4272.

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Abstract (sommario):

The development of the increasingly advanced century at this time has resulted in humanistic literacy at the elementary school level being eroded, learning about humanistic values, history, and culture in elementary schools is disappearing and resulting in the character values of students becoming more and more deteriorating. The CRT learning model is a solution to this problem that can be done for now. Culturally Responsive Teaching (CRT) is a theoretical approach that aims to help students accept and reinforce their cultural identity, as well as improve learning achievement. Humanistic liter

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Tapung, Marianus. "Workshop on Preparation of Teaching Tools for Local Content of Manggarai Culture with a Culturally Responsive Teaching Model for Elementary School Teachers throughout Manggarai Regency." Jurnal Indonesia Sosial Teknologi 5, no. 4 (2024): 1328–45. http://dx.doi.org/10.59141/jist.v5i4.991.

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The Workshop on the Preparation of Teaching Tools for Local Content of Manggarai Culture with the Culturally Responsive Teaching (CRT) Model for Elementary School Teachers throughout Manggarai Regency aims to improve teachers' understanding and skills in integrating local culture into learning in schools. This workshop was held in response to the need for a more relevant and inclusive learning approach for students in Manggarai District. Through a series of training sessions, working group discussions, and presentations, participants were given knowledge and practical skills in developing teac

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Khusumadewi, Ari, Najlatun Naqiyah, Denok Setiawati, Mayang Pramesti, Vivin Ariyanti, and Septinda Rima Dewanti. "Value-Based Peer Helpers in Indonesia’s Islamic Boarding Schools: Addressing Student Needs." KONSELOR 13, no. 2 (2024): 121–32. https://doi.org/10.24036/0202413268-0-86.

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Abstract (sommario):

Islamic boarding schools (Pesantren) are crucial educational institutions in Indonesia, characterized by their unique learning systems, values, and diverse student demographics. However, they face challenges, such as a lack of sufficient caregivers and teachers, limiting their ability to address students' varied needs, which range across age, gender, culture, and personal concerns. This study aims to develop a peer helper model that integrates Islamic boarding school values to overcome these limitations and provide better support for students, particularly for adolescents. Using a literature r

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Wei, Zhang, and Xie Shuzhen. "Transforming Immersion Education through AI-Driven Learning: A Descriptive Qualitative Study Investigation of Leadership Strategies for Scalable Program Development and Optimized Student Outcomes." Global Journal of Arts Humanity and Social Sciences 5, no. 2 (2025): 139–52. https://doi.org/10.5281/zenodo.14802561.

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Grounded in transformational leadership theory, the technology acceptance model, and constructivist learning theory, this descriptive qualitative research study explores principals' strategic leadership practices in optimizing student outcomes through AI-powered learning like ChatGPT in US-based Chinese immersion programs. We conducted in-depth interviews with 12 principals through purposive and snowball sampling to gain insights into their leadership strategies. We found three significant strategies for leaders to foster school success: employing data to enhance teaching practices, promoting

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I Putu Yoga Laksana, I Made Sutajaya, I Wayan Suja, and Wahyu Antari. "INTEGRATION OF BALINESE WISDOM “TRI HITA KARANA” IN PRIMARY STUDENTS’ ENGLISH STORYTELLING PERFORMANCES IN DENPASAR." Yavana Bhasha : Journal of English Language Education 8, no. 1 (2025): 64–70. https://doi.org/10.25078/yb.v8i1.4469.

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In an era of globalization, preserving local cultural values while developing English proficiency presents a significant challenge, particularly in culturally rich regions like Bali, Indonesia. This study explores an innovative approach to addressing this challenge by integrating the Balinese philosophy of Tri Hita Karana (THK) into English language storytelling performances of primary school students in Denpasar. Through qualitative analysis of 40 students’ storytelling performances and in-depth interviews with six competition winners, this research reveals the profound potential of culturall

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Wewe, Melkior, Maria Editha Bella, and Maria Desidaria Noge. "Applying the Ngadhu Bhaga ethnomathematics method to foster mathematical reasoning in junior high school geometry." Al-Jabar : Jurnal Pendidikan Matematika 16, no. 1 (2025): 183–92. https://doi.org/10.24042/ajpm.v16i1.26801.

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Abstract (sommario):

Purpose: This study investigates the effectiveness of the Ngadhu Bhaga ethnomathematics approach in enhancing junior high school students’ mathematical reasoning in geometry. Method: A quasi-experimental design with a Non-Equivalent Control Group Pre-Test – Post-Test model was used. Participants included two groups of eighth-grade students taught with either the Ngadhu Bhaga approach or conventional methods. Data were collected through written tests and analyzed using an independent samples t-test. Findings: The analysis revealed that students who learned through the Ngadhu Bhaga ethnomathemat

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qizi, Jo’razoda Mokhinakhon Ibodulloxon. "Developing Cognitive Universal Learning Activities inRussian Language Lessons: A Methodological Approach Based onThe Triadic Learning Framework." International Journal of Pedagogics 5, no. 5 (2025): 23–28. https://doi.org/10.37547/ijp/volume05issue05-07.

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This article explores the development of cognitive universal learning activities (CULAs) in Russian language lessons for 5th-grade students in Uzbekistan through the application of the Triadic Learning Framework (TLF). The study combines theoretical analysis, methodological design, and experimental validation across multilingual classrooms. Results demonstrate the effectiveness of TLF in enhancing students' analytical, reflective, and metacognitive skills. The research contributes a localized, culturally responsive pedagogical model aligned with Uzbekistan’s educational reform agenda and provi

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Nurfauzan, Prayogi, Guntur Guntur, Aris Fajar Pambudi, et al. "Development and validation of a quantum learning model based on traditional games to improve physical literacy in primary school students." Retos 69 (July 19, 2025): 1401–18. https://doi.org/10.47197/retos.v69.116823.

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Abstract (sommario):

Introduction: Physical literacy is fundamental to the holistic development of students. However, in Indonesia, its implementation at the primary school level remains limited due to teacher misconceptions, a lack of innovative pedagogical models, and low student engagement in physical activities. Objective: This study aimed to design and evaluate the feasibility, practicality, and effectiveness of a Quantum Learning model incorporating traditional games to enhance physical literacy among primary school students. Methodology: A Research and Development (R&D) approach was employed, following

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