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Artykuły w czasopismach na temat „Culturally responsive methods”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Singh, Dr Indira. "Culturally Responsive Practices in Special Education." Global International Research Thoughts 11, no. 1 (2023): 43–46. http://dx.doi.org/10.36676/girt.2023-v11i1-09.

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Students from culturally and linguistically diverse backgrounds face unique challenges in the classroom, and these challenges can only be met through the implementation of culturally responsive techniques in special education. These methods encourage teaching strategies that are adaptable to each student's individual cultural, language, and experiential background. student results, family involvement, and educational justice, as well as the value of culturally responsive techniques in special education. To implement culturally responsive techniques in special education, teachers must acquire a

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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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Nagasawa, Kenta. "Culturally Responsive Pedagogy in Mathematics." Iris Journal of Scholarship 2 (July 12, 2020): 145–58. http://dx.doi.org/10.15695/iris.v2i0.4808.

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Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, whi

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Brown, Martin, Denise Burns, Gerry McNamara, and Joe O'Hara. "Culturally responsive classroom-based assessment A case study of secondary schools in Ireland." Revista de Investigación Educativa 40, no. 1 (2022): 15–32. http://dx.doi.org/10.6018/rie.496681.

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This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools in

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Ahrens, Andreas, Jelena Zascerinska, Julija Melnikova, Virginija Jurgaityte, Ludmila Aleksejeva, and Olga Gukovica. "CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN." Journal of Regional Economic and Social Development 1, no. 12 (2020): 18. http://dx.doi.org/10.17770/jresd2020vol1.12.5390.

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Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretica

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Becvar, Katherine, and Ramesh Srinivasan. "Indigenous Knowledge and Culturally Responsive Methods in Information Research." Library Quarterly 79, no. 4 (2009): 421–41. http://dx.doi.org/10.1086/605382.

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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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Mohamed, Achamrah. "University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy." International Journal of Social Science and Human Research 05, no. 04 (2022): 1421–28. https://doi.org/10.5281/zenodo.6464649.

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: This qualitative study occurs in linguistically and culturally varied Moroccan higher educational contexts. It includes interviewing (10) University instructors from different universities in Morocco. The aim is to get their views and perceptions about the importance of implementing culturally responsive teaching pedagogy in their teaching methods and approaches to enhance learning opportunities for students from linguistically and culturally diverse backgrounds. The notable objective of this study is to inaugurate an appropriate teaching pedagogy to teach students from varied backgrounds an

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Haniko, Paulus, Maratun Thoyyibah, Syamsurijal Syamsurijal, Waldimer Pasaribu, and Ichsan Ichsan. "Culturally Responsive Teaching: Strategies for Promoting Inclusivity in Diverse Classrooms." Global International Journal of Innovative Research 2, no. 4 (2024): 821–30. http://dx.doi.org/10.59613/global.v2i4.127.

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This study aims to explore culturally responsive teaching strategies that can enhance inclusivity in culturally diverse classrooms. Utilizing qualitative method, literature review, and library research, this study analyzes various strategies used in culturally responsive teaching to promote inclusivity in culturally diverse classrooms. In examining the literature, this research highlights the importance of teachers' awareness and understanding of students' cultures and their learning needs. The findings suggest that there are various strategies that teachers can employ to create inclusive lear

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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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Putera, Zulmy Faqihuddin, and Akid Akid. "TEACHING CULTURALLY RESPONSIVE PEDAGOGY IN MULTILINGUAL CLASSROOMS: VALUING LINGUISTIC AND CULTURAL DIVERSITY." TRANSFORMATIONAL LANGUAGE LITERATURE AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) 1, no. 4 (2022): 19–24. http://dx.doi.org/10.55047/transtool.v1i4.1366.

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Multilingual and multicultural classrooms have become a significant challenge for educators due to increasing cultural and linguistic diversity. The purpose of this study is to explore the importance and methods of implementing culturally responsive pedagogy in multilingual classrooms. The study used a descriptive literature research approach to explore the importance and methods of implementing culturally responsive pedagogy in multilingual classrooms. The finding reveal that acknowledging and valuing linguistic and cultural diversity in education not only enriches the learning environment bu

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Hall, Jori N., Melissa Freeman, and Soria E. Colomer. "Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation." American Journal of Evaluation 41, no. 3 (2020): 384–403. http://dx.doi.org/10.1177/1098214019885632.

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While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educat

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Reskyani, Syarifuddin Dollah, and Muhammad Basri. "An Investigation of EFL Students’ Attitudes Toward Culturally Responsive Pedagogy in Speaking Classes." Eduvelop: Journal of English Education and Development 8, no. 2 (2025): 279–308. https://doi.org/10.31605/eduvelop.v8i2.4844.

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Particularly in multicultural classrooms like those in Indonesia, culturally responsive teaching (CRT) provides inclusive practices that serve a variety of learners. With an emphasis on positive and negative answers across four aspects: experience, attitude, feeling, and belief, this research investigates students' perceptions of culturally responsive teaching implementation in an English-speaking class at Universitas Muslim Indonesia’s English Education Department. A qualitative case study design was used to gather information from 12 students using field notes, observations, interviews, and

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Olan, Elsie L., and Kia Jane Richmond. "Conversations, Connections, and Culturally Responsive Teaching: Young Adult Literature in the English Methods Class." English Leadership Quarterly 39, no. 2 (2016): 11–15. http://dx.doi.org/10.58680/elq201628780.

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The authors’ research shows that preservice teachers can develop more confidence and make more meaningful culturally responsive connections with texts and with their secondary students if they use young adult literature in methods courses.

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Yuriska Dewi Suwarno Putri, Sofyan Mustoip, Ratna Purwati, and Diana Lestari. "CULTURALLY RESPONSIVE TEACHING MANAGEMENT IN ENHANCING STUDENT ENGAGEMENT IN MULTICULTURAL ENVIRONMENT IN ELEMENTARY SCHOOLS." ICONIC: Journal of Islamic Studies 1, no. 01 (2025): 115–24. https://doi.org/10.59166/c0rgqk04.

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Abstract: This study aims to explore how culturally responsive teaching management is implemented in elementary schools with multicultural environments, and its impact on student engagement. Culturally responsive teaching is an approach that adapts teaching methods to students' cultural backgrounds, thereby creating an inclusive and culturally relevant learning environment. This study uses a qualitative method with a case study approach in an elementary school with high cultural diversity. Data were collected through in-depth interviews with the principal, teachers, and students, and direct ob

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Wallace, Kathleen Kelly. "Exploring Cultural Competence in Teacher Preparation." International Journal of Contemporary Education 7, no. 2 (2024): 33. http://dx.doi.org/10.11114/ijce.v7i2.6869.

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This mixed methods study explores teacher candidates’ self-efficacy in the application of culturally responsive pedagogy (CRP) as measured by Siwatu’s (2007) Culturally Responsive Teaching Self-Efficacy Scale and examines those perceptions considering candidates’ performance on targeted rubrics of the Educative Teacher Performance Assessment (edTPA), a nationally recognized tool for assessing teacher readiness. Pearson’s official edTPA scores on two culturally relevant rubrics were examined against survey results to ascertain whether perceived abilities align with target scores indicating lear

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Abdalla, Hassan, and Ahmat Moussa. "Culturally Responsive Teaching: Navigating Models and Implementing Effective Strategies." Acta Pedagogia Asiana 3, no. 2 (2024): 91–100. http://dx.doi.org/10.53623/apga.v3i2.432.

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Culturally Responsive Teaching (CRT) stands as a beacon of equity and inclusivity within the realm of education, advocating for instructional practices that honor and affirm students' diverse cultural backgrounds, experiences, and perspectives. It bridges the cultural divide between educators and students, recognizing that cultural identities significantly shape learning experiences and outcomes. The aim of this review is to thoroughly analyze CRT, delving into its diverse models, strategies, and practical implications. CRT emphasizes cultural competence among educators, the integration of cul

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Kelly, Laura Beth, Wendy Wakefield, Jaclyn Caires-Hurley, Lynne Watanabe Kganetso, Lindsey Moses, and Evelyn Baca. "What Is Culturally Informed Literacy Instruction? A Review of Research in P–5 Contexts." Journal of Literacy Research 53, no. 1 (2021): 75–99. http://dx.doi.org/10.1177/1086296x20986602.

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This critical, integrative qualitative review explores how researchers approach, describe, and justify culturally relevant, culturally responsive, or culturally sustaining literacy instruction in prekindergarten through fifth-grade (P–5) classrooms. We reviewed 56 studies published between 1995 and 2018. We documented terms researchers use, theorists cited, methods, student outcomes, and student populations. We also analyzed how researchers talked about achievement gaps, addressed their own positionality, and determined that specific literacy instructional practices were culturally informed. W

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Sutrisno, Djoko, Azwar Abbas, and Muhammad. "Enhancing Writing Skills through Cultural Integration: Exploring the Impact of Culturally-Responsive Writing Instruction in Diverse EFL Classrooms." Global Synthesis in Education Journal 2, no. 3 (2024): 1–16. https://doi.org/10.61667/rpm4cp30.

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In an increasingly multicultural and interconnected world, the integration of culturally-responsive teaching methods into English as a Foreign Language (EFL) instruction has emerged as a vital pedagogical approach. This study examines the impact of culturally-responsive writing instruction on the development of EFL learners' writing skills, comparing it with traditional writing instruction. The objective is to explore how integrating cultural elements into writing pedagogy enhances linguistic competencies, fosters engagement, and promotes inclusivity in diverse classrooms. A mixed-methods rese

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Ekiaka Nzai, Valentin, Patricia Gómez,, Concepción Reyna, and Kang-Fan Jen. "Non-native english speaking elementary ell teachers’ culturally responsive leadership profile in an ESL context." Colombian Applied Linguistics Journal 14, no. 2 (2012): 88. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a06.

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Culturally responsive instruction has been suggested as quality education (Edwards, 2003) for minority students in subtractive and additivebilingualism settings. However, analytical curriculum development of several official English programs revealed that the gender-centric (malecentric)and Ethno-centric (Euro/Western-centric) approaches were deeply embedded in most English textbooks of curriculum development.The intent of partial mixed methods paper consisted of exploring some non-native English speaking teachers English teachers’ culturallyresponsive leadership profile in order to further th

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Swartz, Ellen E. "Distinguishing; Themes of Cultural Responsiveness: A Study of Document-Based Learning." Journal of Social Studies Research 36, no. 2 (2012): 135–67. https://doi.org/10.1177/235227982012036002003.

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This qualitative study examines the distinguishing themes of cultural responsiveness in state- and federally-derived document-based learning materials. Two data sources—“Teaching with Documents” articles in Social Education and Document Based Questions on New York State 11th-grade U.S. History and Government Regents exams—were examined using interpretive and quasi-statistical methods to determine the presence or absence of cultural responsiveness. Two sets of themes emerged from the data, one set when cultural responsiveness was present, and the other when it was absent. For the most part, gov

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Doungphummes, Nuntiya, and Mark Vicars. "Implementing PAR in a Thai community development context." Qualitative Research Journal 20, no. 2 (2020): 205–15. http://dx.doi.org/10.1108/qrj-12-2019-0101.

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PurposeThe purpose of this paper is to present an account of a PAR project in a Thai community and to discuss the methodological implications of implementing a culturally responsive approach.Design/methodology/approachThe paper draws on the frameworks for PAR conducted as a community development project with rural Thai communities.FindingsThe paper reviews the use of a PAR approach as a culturally responsive approach and presents an experience of culturally situated research practice.Originality/valueThis paper encourages researchers conducting participatory inquiry to engage in deeper critica

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D’Souza, Melba Sheila, Juanita-Dawne Bacsu, Arsh Sharma, and Ashwin Nairy. "Culturally Sensitive Approaches in Psychosocial Interventions to Enhance Well-Being of Immigrant Adults Diagnosed with Breast Cancer: A Systematic Review." International Journal of Environmental Research and Public Health 22, no. 3 (2025): 335. https://doi.org/10.3390/ijerph22030335.

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Objective: The objective is to synthesize the literature on culturally sensitive approaches in psychosocial interventions to enhance the well-being of immigrant adults diagnosed with breast cancer. Methods: We conducted a systematic review following the guidelines for Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and reporting literature searches, and a multi-database search strategy of qualitative research studies and reports published in academic journals and grey literature within a 20-year duration. Results: We extracted data from twenty-two studies that met t

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Jordan, Lorien S., and Jori N. Hall. "Culturally Responsive Methodologies: Addressing the Special Issues in Qualitative Health Research." Qualitative Health Research 35, no. 4-5 (2025): 395–402. https://doi.org/10.1177/10497323251322298.

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The articles in this special issue emphasize the evolution and impact of culturally responsive research in health settings. They illustrate the methodological shift from viewing culture through a Western-centric lens to instead critically analyzing dominant cultural “norms,” intersectional identities, and the power of narratives. These contributions advocate for integrating culturally informed methods to respect all peoples' dignity and identities, aiming for more inclusive, equitable, and transformative health outcomes. The publication of this issue comes at a time when there is a global back

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TORRES, CAROLINE, and RHONDA S. BLACK. "Culturally Responsive Self-Regulated Strategy Development in Writing for College Students with Disabilities." Multiple Voices for Ethnically Diverse Exceptional Learners 18, no. 1 (2018): 42–59. http://dx.doi.org/10.56829/2158-396x.18.1.42.

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Students with disabilities and culturally and linguistically diverse (CLD) students typically struggle more with writing than their nondisabled and English-proficient peers. Although the reasons are different, these students often face similar difficulties in writing. Self-regulated strategy development (SRSD) is an evidence-based practice for students with disabilities. In this study, SRSD was adapted to address postsecondary writing demands and to add culturally responsive and language development elements, resulting in culturally responsive and evidence-based approach to excellence (CREATE)

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Johnson, Velma, Jan Carpenter, Centae Richards, and Kathleen Brennan Vincent. "Culturally responsive practices for teacher candidates: a neighborhood treasure hunt." Journal for Multicultural Education 13, no. 1 (2019): 19–32. http://dx.doi.org/10.1108/jme-07-2017-0042.

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Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks b

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Scott, NaKita Watkins. "Addressing Identity Disruption and Displacement Through a Culturally Responsive Ecological Model of Trauma Assessment." Advances in Social Work 25, no. 1 (2025): 277–95. https://doi.org/10.18060/28159.

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Identity is complex and embodies cultural, social, and place identity. These three parts of identity connect to an individual’s sense of belonging in the world. Identity disruption or identity displacement can occur when trauma happens related to one’s culture. Current methods of assessment fail to recognize the role of disruption or displacement among marginalized populations. Furthermore, current validated trauma assessments are often not generalizable to racial and ethnic minorities. The primary aim of this conceptual paper is to provide guidelines for the inclusion of identity-based factor

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Utami, Wikan Budi, Punaji Setyosari, Cholis Sa'dijah, and Henry Praherdhiono. "Development of Microlearning Modules based on Candi Singasari as a Culturally Responsive Teaching to Enhance Problem-Solving Ability." JTP - Jurnal Teknologi Pendidikan 26, no. 3 (2024): 971–84. https://doi.org/10.21009/jtp.v26i3.50120.

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The aim of this research is to find out how the implementation of the development of a microlearning module containing Culturally Responsive Teaching at Candi Singasari can improve students' problem solving abilities. The development model in this study refers to the ADDIE development model. The study involved one media expert, one material expert, and the research subjects taken came from class X students in Malang class X students. Data collection was carried out through observation, interviews, and questionnaires analyzed using qualitative and quantitative methods. The average total validat

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Warren, Jeffrey M., Camille L. Goins, Leslie A. Locklear, et al. "Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution." Journal of Effective Teaching in Higher Education 3, no. 2 (2020): 76–91. http://dx.doi.org/10.36021/jethe.v3i2.124.

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The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students

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Martin, Ethan L., Sarah N. White, and Megan L. Hughes. "Student Perceptions of Cross-Cultural Learning Through Culturally Responsive Teaching Approaches." Research and Advances in Education 3, no. 6 (2024): 39–49. http://dx.doi.org/10.56397/rae.2024.06.05.

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This study explores student perceptions of cross-cultural learning facilitated by culturally responsive teaching (CRT) approaches in the United States. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative insights from interviews and focus groups. The findings reveal that CRT significantly enhances student engagement and cultural awareness, with high ratings in these areas. Younger students (ages 18-24) reported higher engagement levels compared to older students, indicating age-related differences in CRT effectiveness. Qualitative data unde

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Chen, Anna, Zachary Blatman, Amy Chan, et al. "29 Assessing Paediatric Trainees’ Confidence in Providing Culturally Responsive Care to Patients." Paediatrics & Child Health 28, Supplement_1 (2023): e13-e13. http://dx.doi.org/10.1093/pch/pxad055.029.

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Abstract Background Extensive data consistently demonstrate inequities in access and delivery of healthcare for patients from historically marginalized populations, resulting in poorer health outcomes. To address systemic oppression in healthcare, it is necessary to embed principles of equity, diversity, and inclusion (EDI) within medical education. Currently, limited data exist regarding paediatric trainees’ interest in EDI curricula and confidence in applying this knowledge to provide culturally responsive care. Objectives To assess paediatric trainees’ confidence in applying EDI knowledge t

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Medina, Carmen L., and María del Rocío Costa. "Collaborative Voices Exploring Culturally and Socially Responsive Literacies." Language Arts 87, no. 4 (2010): 263–76. http://dx.doi.org/10.58680/la20109929.

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This piece shares preservice teachers and instructors reflections on their perceptions of a course on Spanish language arts methods in Puerto Rico. The course was redesigned to focus on interrelated curricular and pedagogical aspects such as literacies as situated social practice, funds of knowledge, popular culture and critical literacy. In redesigning the course the instructor and colleague/co-researcher explored perspectives related to “inquiry as stance” (Cochran-Smith & Lytle, 2009) and engaged with the students on inquiry approaches and practices to examine the collective experience

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Dai Ndiha, Diandra, Labu Djuli, and Emanuel Lakapu. "IMPLEMENTATION OF THE CRT APPROACH ASSISTED BY WORDWALL MEDIA IN IMPROVING THE POETRY WRITING SKILLS OF CLASS XE STUDENTS OF SMA NEGERI 5 KUPANG." Jurnal Lazuardi 7, no. 3 (2024): 43–50. http://dx.doi.org/10.53441/jl.vol7.iss3.132.

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Abstract The aim of this research is to improve students' ability to write in class using a Culturally Responsive Teaching (CRT) approach with the help of Wordwall media. The CRT approach is a learning method used to appreciate and respect the diversity of students. Wherever, this approach will increase the effectiveness of writing poetry in the learning process. The method used in this research is called Classroom Action Research (PTK), which was carried out over two semesters of lectures. This research consists of four stages: preparation, action, evaluation, and reflection. The object of th

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Martin, Romany, Calum Neish, Yi-Jen Su, et al. "Physiotherapy students’ perceptions of engagement with people from culturally and linguistically diverse communities during clinical placement." Focus on Health Professional Education: A Multi-Professional Journal 25, no. 2 (2024): 20–35. http://dx.doi.org/10.11157/fohpe.v25i2.748.

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Introduction: Student physiotherapists’ perceptions and experiences when working with people from culturally and linguistically diverse communities in Australia have not been explored. Understanding the perceptions of student physiotherapists in this context may inform educational experiences in the pursuit of culturally responsive care. Therefore, this paper explores the perceptions and experiences of student physiotherapists engaging with people from culturally and linguistically diverse communities during clinical placement. Methods: Semi-structured telephone interviews (n = 13) were conduc

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Malo-Juvera, Victor, Pamela Correll, and Susan Cantrell. "A mixed methods investigation of teachers' self-efficacy for culturally responsive instruction." Teaching and Teacher Education 74 (August 2018): 146–56. http://dx.doi.org/10.1016/j.tate.2018.05.003.

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Tufte, Janice E., Rachel E. Dungan, and Sharon Attipoe-Dorcoo. "Culturally responsive health research: A collaborative design model for equitable and sustainable community impact." Journal of Health Design 6, no. 3 (2021): 429–34. http://dx.doi.org/10.21853/jhd.2021.143.

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Engaging and sustaining equitable collaboration between researchers and other stakeholders can prove challenging. However, health research processes and products often benefit from the collective insights gleaned when diverse partners work together. As such, co-designed and culturally responsive research often yields significant real-world impacts. We explore the need for change and propose a framework for reimagining research as an inherently collective and collaborative effort. Referencing an illustrative case study and using human-centred design approaches to support culturally responsive w

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Baize, Jonathan. "When School Wasn’t “School”: Developing Culturally Responsive Practice during the COVID-19 Lockdowns." Education Sciences 13, no. 7 (2023): 684. http://dx.doi.org/10.3390/educsci13070684.

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This article emerged from my study of three alternative-certification teachers, or teacher learners as they tried to enact culturally responsive practices while navigating their first year of teaching and taking graduate courses for initial certification. These teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy but found that standardization of content and conceptions of what constitutes “good students”, appropriate classroom conduct, and micro-managed professional learning communities all created environments hostile to their attemp

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Maaruf, Siti Zuraida, and Mohamad Nizam Bin Mohamad Helmi. "Innovating Culturally Responsive Pedagogy With the Craft Fun Kit (CFK)." European Journal of Social & Behavioural Sciences 30, no. 3 (2021): 251–63. http://dx.doi.org/10.15405/ejsbs.303.

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This study presents findings on the implementation of a teaching learning tool to enhance culturally responsive learning to enhance awareness of and knowledge about Malaysian traditional crafts in Visual Art classes. Most research in the Malaysian context exploring culturally responsive pedagogical methods has investigated theoretical and general properties, but few have attempted to investigate innovating tools to improve teaching and learning in schools and higher education. New methods with interesting features to teach certain cultural elements will not only trigger learning but can also i

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Alisoy, Hasan. "ESL teaching methods and approaches: essential strategies for encouraging effective language acquisition." Global Spectrum of Research and Humanities 1, no. 1 (2025): 3–11. https://doi.org/10.69760/gsrh.0101202401.

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The present study contributes to the field of English as a Second Language education by examining the effectiveness of different teaching methods, including interactive techniques, technology integration, and culturally responsive teaching strategies. By relying on a mixed-methods research methodology that relied on a triangulation of classroom observations, literature review, and ESL teacher surveys, this study identified several strategies that may have a positive impact on language learning. In particular, the results suggested that interactive activities improve student engagement and prom

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Alisoy, Hasan. "ESL teaching methods and approaches: Essential strategies for encouraging effective language acquisition." Global Spectrum of Research and Humanities 1, no. 1 (2024): 3–11. http://dx.doi.org/10.69760/jbc9s484.

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The present study contributes to the field of English as a Second Language education by examining the effectiveness of different teaching methods, including interactive techniques, technology integration, and culturally responsive teaching strategies. By relying on a mixed-methods research methodology that relied on a triangulation of classroom observations, literature review, and ESL teacher surveys, this study identified several strategies that may have a positive impact on language learning. In particular, the results suggested that interactive activities improve student engagement and prom

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Simanjuntak, Pargaulan Dwikora, R. Herlan Guntoro, Meilinasari Nurhasanah, Markus Yando Manurung, and Marudut Bernadtua Simanjuntak. "Developing Culturally Responsive Transportation Education Programs: Addressing Diversity in Multimodal Logistics." Dinamika Bahari 6, no. 1 (2025): 16–21. https://doi.org/10.46484/db.v6i1.619.

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This research critically examines the development of culturally responsive transportation education programs within the context of international and global standards. Focusing on 39 cadet students studying multimodal transportation, logistics, safety, and road management, qualitative research methods and descriptive analysis reveal the challenges and opportunities in integrating cultural responsiveness into curriculum design and teaching practices. Findings underscore the importance of diversity in curriculum content, cultural sensitivity among educators, and support services for culturally di

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Irvine, Taylor, Adriana Labarta, and Kelly Emelianchik-Key. "Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy." Professional Counselor 11, no. 2 (2021): 233–47. http://dx.doi.org/10.15241/ti.11.2.233.

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Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address th

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Benediktsson, Artem Ingmar, Anna Katarzyna Wozniczka, Anh Dao Katrín Tran, and Hanna Ragnarsdóttir. "Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?" Nordic Journal of Comparative and International Education (NJCIE) 3, no. 2 (2019): 37–54. http://dx.doi.org/10.7577/njcie.2850.

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The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigran

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Fitchett, Paul G., Tehia V. Starker, and Amy J. Good. "Review, Reflect, and React: A Culturally Responsive Model for Pre-service Secondary Social Studies Teachers." Social Studies Research and Practice 5, no. 3 (2010): 1–20. http://dx.doi.org/10.1108/ssrp-03-2010-b0001.

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The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and pr

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Obohwemu, Dr Kennedy Oberhiri. "ENHANCING EDUCATIONAL EQUITY: A QUANTITATIVE ANALYSIS OF ACCESSIBLE AND CULTURALLY RESPONSIVE TEACHING MATERIALS." FRONTLINE SOCIAL SCIENCES AND HISTORY JOURNAL 4, no. 11 (2024): 56–57. http://dx.doi.org/10.37547/social-fsshj-04-11-08.

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BACKGROUND Inclusive education aims to provide equitable learning opportunities for all students, recognizing the importance of accommodating both students with disabilities and those from diverse cultural and linguistic backgrounds. This study focuses on evaluating teaching and learning materials that are designed to be both accessible and culturally responsive. RESEARCH AIM The research aims to quantify the availability and effectiveness of accessible and culturally responsive teaching materials at GBS and analyse their impact on the academic performance, engagement, and satisfaction of dive

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Oswald, Austin, Lujira Cooper, and Aundaray Guess. "OVERCOMING TENSIONS IN CULTURALLY RESPONSIVE RESEARCH WITH LGBTQ+ OLDER ADULTS OF COLOR." Innovation in Aging 7, Supplement_1 (2023): 80. http://dx.doi.org/10.1093/geroni/igad104.0257.

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Abstract Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) older adults of color are underrepresented in gerontological scholarship due to structural factors that limit their research participation. This presentation applies critical reflexivity to weave together the narratives of a gerontological researcher, service provider, and older adult who co-constructed a research project committed to improving the visibility of LGBTQ+ older adults of color in gerontology scholarship. Through the lens of queer failure, we analyze personal narratives documenting our process designing and impl

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Rahman, Arif, Ni Wayan Prami Widiantari, and Riris Sugiarto. "Developing A Culturally Responsive Reading Module For First-Grade Islamic Junior High School Students." Journal of Languages and Language Teaching 12, no. 4 (2024): 1885. http://dx.doi.org/10.33394/jollt.v12i4.12664.

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Reading instruction plays a fundamental role in shaping students' academic success, particularly in culturally diverse contexts. In Islamic educational institutions, there is a critical need for materials that resonate with students' cultural and religious backgrounds. This study aimed to develop a culturally responsive reading instructional module tailored to the specific needs of first-grade students at an Islamic Junior High School in Mataram, Indonesia. Grounded in constructivist learning theory, which emphasizes the importance of contextual relevance in education, the study integrates Isl

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Nabirye H, Kato. "Innovative Approaches to Teacher Training Programs." RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 5, no. 2 (2025): 37–44. https://doi.org/10.59298/rijre/2025/523744.

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Teacher training plays a vital role in shaping educational outcomes by equipping future educators with the skills and mindset required for effective instruction. While traditional teacher education methods have emphasized theoretical knowledge, they often fall short in preparing educators for real-world classroom challenges. This paper examines innovative approaches to teacher training programs, including the integration of technology, mentorship models, collaborative learning frameworks, culturally responsive teaching, and project-based learning strategies. Drawing on national and internation

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Mushtaha, Emad S., Samar Al-Zwaylif, and Sarah Ghalib. "Climatically and culturally responsive typologies using mathematical permutation." Archnet-IJAR: International Journal of Architectural Research 14, no. 3 (2020): 581–97. http://dx.doi.org/10.1108/arch-08-2019-0197.

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PurposeThis research introduces a hypothesis for establishing typologies and patterns for architectural plans based on their climate, culture and orientation. The repetition and reproduction of spaces in architectural plans are rooted in mathematical equations. Factorial and permutation formulae are the type of equations used as scientific tools to define typology. In addition, a new perspective on culture and privacy in line with the Arabic house is included to illustrate the practicality of restricted plans according to cultural needs.Design/methodology/approachTo make the approach accessibl

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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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