...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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...be placed into the general education rooms unless the terms of their disability states otherwise. With this act comes a challenge. An example of this challenge would be that it creates emphasis on culturally and linguistically diverse (CLD) backgrounds. The number of CLD students continues to increase. This makes it more apparent that there is a shortage of multicultural teachers. There is a strong need for culturally responsive educators. This look at educating is based on how each student is intellectually, socially, emotionally and politically. This...
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...Appropriate Teaching Strategies Korianne Shafer SOC312: Child Family & Society (BMF1441A) Art Tolentino October 27, 2014 Developmentally Appropriate Teaching Strategies Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are appropriate for culturally diverse children. These three challenges are acknowledging there is a difference and that all students are not the same, establishing school-wide cultural collaboration, and implementing culturally responsive teaching. Second it will discuss these cultural challenges in the classroom using the sociological perspective of conflict theory. Third and finally it will discuss these cultural challenges in the classroom using the relevant perspective of Piaget’s preoperational stage of development. To make certain that all students in a certain classroom justly feel like they belong to that class, teachers who teach in diverse and inclusive classrooms must employ major strategies. The first challenges involved with ensuring that teaching strategies...
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...Bakken, J. P., & Smith, B. A. (2011). A blueprint for developing culturally proficient/responsive school administrators in special education. Learning Disabilities -- A Contemporary Journal, 9(1), 33-46. Retrieved from EBSCOhost. Introduction Nationwide, schools are being faced with a rapid increase in the number of students of color, culturally and linguistically diverse students, students with learning disabilities, students from low-income families, and students from non-traditional and single parent families. As a result, determining how schools can adapt to meet the needs of these vast demographics, as well as how the varied demographics can play a role in the education of these students, has become more than just a topic of conversation and research for academic professionals, educators, researchers, and practitioners. Literature and research point to educational reform by improving school systems to foster multicultural educational environments. Specifically, school leadership and professional development are closely looked at as driving factors in which to achieve this educational reform. In their article “A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education,” Bakken and Smith (2011) focus on the need for school administrators to be culturally responsive/proficient in the special education arena particularly in order to better meet the needs of culturally and linguistically diverse (CLD) students who have learning disabilities...
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...Culturally Responsive Education Since the early 1970’s, there have been robust conversations about how to improve the K-12 educational experience for students of color, African American students in particular. Most of the studies that were conducted showed that African American students (and students of color) lagged behind their white counterparts in both mathematics and reading. The Coleman Report in 1966 gave rise to future discussions regarding gaps in achievement between African American and White students. Such conversations about disparities in academic achievement between African American and White students were generally from cultural deficit perspectives, meaning, students of color, were blamed for the gap in achievement between...
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...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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...Appropriate Teaching Strategies In the Steinhardt School of Culture, Education and Human Development (2008) it describes the management of a classroom has “to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur” (Martin & Sugarman, p.9, 1993) (Steinhardt School of Culture, Education, and Human Development, 2008). In the class of culturally diverse children , the teacher has to receptive and appreciative of the diverse cultures which is represented by the students. The first challenge most teachers do not appreciate the fact that their culture is not necessary the right approach to situations or even lives. They will endeavor to conform the students or children to their own beliefs, which will inturn the students in a rebellious classroom, full on insuborination and indiscipline. The main perspective article explains by Southern Poverty Law Center in reference to a quote by one high school student which the student quoted by expressing his disappointment of the teacher at his school “think they know what’s wrong with us. But they don’t know. If people want to helpus, they have to see what we’ve been through, not from what their own experiences tell them” (Southern Povery Law Center, 2014). In this paper it says that many schools in the United States that the teaching staff are all middle aged, middle class, and monolingual and that they intend to represent or teach highly diversified culturally. To bring...
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...Schoolwide Positive Behavior Support. Journal of Positive Behavior Interventions, 219-229. 2. There are widely documented cases across the United States of racially and culturally disproportionate discipline outcomes, whether through higher suspensions and expulsions of African American students, as well as higher students being referred to Special Education. 3. The purpose for this study is to outline that Positive Behavior Intervention Support (PBIS) is not enough and there must be an...
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...Although all of the classes and coursework a student completes is necessary to learning the theory behind becoming an educator, there is indeed somewhat of a disconnect between educational theory and practice. For instance, an understanding of concepts such as culturally responsive teaching, multicultural classrooms, and other methods of supporting student learning and development is important, but there is a difference between knowing a concept and then applying it to a real-life classroom. Sadowski outlines ten different ways to practically apply educational theories to working with adolescents. These ten principles focus on how to better connect with and support adolescent students, as well as how to make your own teaching practices more...
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...Based on the course readings and discussions as well as other sources, present best practices for online teaching. Use a Web 2.0 tool of your choice to address best practices for online teaching. You are welcome to write a 2-3 page paper instead of using a Web 2.0 tool. Your presentation/product should address 2-3 key points. You should focus on methods for engaging students in complex content as well as guiding students to higher order thinking skills. Use Rubrics B-E and J-K of iNACOL National Standards of Quality for Online Teaching as criteria of effective teaching. Use specific examples to illustrate each key point (these may be examples with real technologies and real content). Cite and reference all sources using APA. Standard B - The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment. Standard E - The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use. Standard J - The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ success. Standard K- The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment The use of web 2.0 tools appeals to instructors and teachers on a regular brick-and-mortar...
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...For instance, bell hooks “is a well-regarded contemporary public intellectual because of her thoughtfulness and provocative discussions on the connections among class, gender, race, ethnicity, and language” (“bell hooks,” n.d., p. 655). hooks’ knowledge and beliefs enable me to view the role of care and caring thinking from a culturally responsive perspective. In fact, when I think of class, gender, race, ethnicity, and language, I think of culturally responsive teaching. A pedagogy that requires teachers to recognize how vital it is for him or her to include his or her students’ cultural references in the classroom (“Culturally Responsive Teaching,” n.d.). One’s culture is central to his or her learning, and for that reason, it is pivotal for schools to reshape their curriculums. An ideal curriculum is one that is significant, student-centered, and multicultural especially since the end goal is to have students apply his or her knowledge in the real world--a meaningful education. To conclude, hooks has forced me to realize that a care thinking educator is one that encourages culturally responsive teaching--respect for all...
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...Developmentally Appropriate Teaching Strategies Monica Santo SOC 312: Child, Family, & Society Instructor: Jeanette Maxey July 13, 2015 Developmentally Appropriate Teaching Strategies Teachers in today’s classrooms have a challenging position in making sure to use developmentally appropriate teaching strategies with culturally diverse children. Not all children learn and understand information in the same way especially, when coming from different cultures. Developmentally appropriate practice (DAP) teaching strategies can aid teachers in helping children meet certain learning goals. Teachers can select a DAP teaching strategy that is suitable with the particular culturally diverse classroom to help every child learn. Although DAP teaching strategies are effective for culturally diverse children, teachers may encounter challenges when utilizing a teaching strategy. Stereotyping is a challenge that teachers may encounter when ensuring teaching strategies are developmentally appropriate for culturally diverse children. Teachers should not make decisions about a child such as who the child is or their abilities based on their culture. Teachers may compare one child to another when the children share the same cultural background and then assume that using the same teaching strategy will be effective for all children from that same culture. A teacher should not base a child’s abilities or weaknesses on the culture of the child. Even positive stereotyping does not get...
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...nation place new teachers into roughly 15,000 school districts. “As public schools become increasingly more culturally diverse among their student populations, the teaching force remains homogenous – predominantly white, female, and middle – class” (Barnes, 2006, p.1). The new teachers are at a distinct disadvantage because many of the instructional strategies he or she will use are not culturally diverse. Many teachers receive diversity training as part of his or her professional development. Instructional practices continue to address the needs of only one ethnic group. “Researchers have repeatedly confirmed that teachers need to know more about the world of the children with whom they work in order to better offer opportunities for learning success” (Barnes, 2006, p. 2). An instructorfrom an American History course, a World Geography course, and an American government course allowed observations over a two week period in early January 2011. A discussion of best practices and how the practices can become a part of the course took place following each observation. Criteria The teacher should use four questions to evaluate his or her instructional practices. How does the teacher view students of other cultures? How does the text view students of other cultures? Does the teacher create an environment of respect and rapport? Are learning activities culturally responsive? How does the teacher view students of other cultures? How the teacher views students of other cultures...
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...The common thread between the class reading “Literate lives: Teaching reading and writing” and the group reading “Not just “ Sunny Day” this week is passion. Both readings directed the readers to consider how hobbies and culture spark passion in young learners when given the opportunity to explore their interests. When reading “Literate lives” by Flint I connected with the case study of “Mr. Thomas Rubys classroom: Learning to read means learning how to bring meaning to a text and how to get meaning from a text”. I agree specifically with idea of “intertextuality” when teaching/learning reading and writing. The importance of intertextuality is showcased in “Not just “Sunny Days” by Wiltse. Wiltse describes a “third space” of learning that is the combination of home and school lives. A concept like the “third space” seems a bit problematic if it is approached from an adults’ point of view. Although I do see it helpful in the realization of passion at a young age, I am curious how this third space translates to adulthood.? Majority of careers do not encourage ideas of personal in professional settings and vice versa....
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...Course https://homeworklance.com/downloads/edu-669-the-reading-writing-connection-entire-course/ This course will emphasis the connection of reading and writing with a focus on the content areas. Students will be exposed to a variety of approaches including vocabulary techniques, comprehension strategies, and study techniques to use with learners. Issues of assessment, motivation, and cultural as well as linguistic diversity will also be addressed. Offered online. EDU 669 Week 1 Assignment Culturally Responsive Instruction Culturally Responsive Instruction. You have been learning about issues of cultural and linguistic diversity and their impact on student achievement. In this assignment you are asked to use your own personal and professional experiences to write a paper analyzing and defending the use of culturally responsive teaching to support effective literacy instruction. In your analysis: Produce a research-based rationale for the use of culturally responsive teaching in literacy instruction. You must include at least Describe at least threeone scholarly source in this section; research-based techniques that educators can use to support this pedagogy. You must back your assertions with at least one scholarly source in this section; Discuss the instructional implications of this pedagogical approach. Your paper must be three-to five-pages not including the title or reference pages. It must be written in APA format per the Ashford Writing Center Guidelines...
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