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1.
Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students.  相似文献   

2.
The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed.  相似文献   

3.
We understand very little about what is special that leaders do to facilitate improvement that is both transformational and lasting in previously persistently failing schools in the United States. Relatively little is understood about change not just during the initial turnaround stage, but that endures on the larger journey as the school becomes a healthy organisation for adults and students. This lack of understanding is likely due to the lack of data sources because schools struggle to attain turnaround, let alone maintain the improvement and continue to grow. We conducted a literature review of frameworks implicated in leading a sustained school turnaround. This study synthesises existing frameworks relevant to implicated constructs of (1) school turnaround, (2) effective educational leadership, (3) turnaround external to education, and (4) sustained improvement external to education through developing a cohesive set of practices to inform the work of researchers and practitioners. We end by suggesting that this framework be tested and refined through examination of principal data so that it more robustly represents the work that leaders of sustained improvement undertake.  相似文献   

4.
Teachers in culturally and linguistically diverse classrooms work in highly charged contexts where policy, curriculum, student backgrounds, equity issues and pedagogical expertise provide both resources and constraints. Often, these classrooms are in underachieving schools in low socio-economic areas. This study investigated one school in Melbourne where teachers struggle to balance subject content and the language and literacy needs of their students. It addresses a serious gap in research on teachers in such schools by combining a theoretical model of job demand and control, and an explicit focus on teaching literacy in a culturally and linguistically diverse school. Using data from teacher focus groups and written reflections, the study illustrates the spectrum of conflicts teachers grapple with in their daily work, including issues of workload, time constraints, institutional practices and social and cultural practices which tend to isolate and disempower them. The findings support the need for a deeper differentiation of school contexts in language teacher research. The analysis also has implications for a range of strategies to build more autonomy into teacher work and to retain good teachers in schools where they are most needed.  相似文献   

5.

Disproportion in special education based on race, ethnicity, language, and class persists. In this paper, we argue that to address this and other perpetual problems of underachievement for culturally and linguistically diverse children and youth requires examination of disability within its full sociocultural context and inclusion of the stories of those who are most affected by educational research, policy, and practice. We conducted a qualitative analysis of the existing professional literature of multicultural and bilingual special education published over 27 years in major special education journals to document omissions in the empirical research and conceptualize a research agenda around four themes: authenticity, legitimization, and multiplicity of voices; validation of culturally and linguistically responsive special education service delivery models and intervention; multicultural preparation of special educators; and underserved populations in special education.  相似文献   

6.
Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators' pedagogy for teacher candidates of color was characterized by three mutually binding mindsets and practices: (a) teacher educators made an intentional choice to work as a change agent for communities of color; (b) teacher educators challenged sociocultural barriers to the academic and professional achievement of teachers of color; and (c) teacher educators implemented constructivist approaches as an instructional bridge to prepare teacher candidates of color to work with culturally and linguistically diverse students. Based on findings, the conceptual framework of culturally responsive pedagogy is reconstructed to generate suppositions about the culturally responsive teacher educator as a theoretical construct.  相似文献   

7.
As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry‐based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry‐based science. The research involved 53 third‐ and fourth‐grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3‐year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021–1043, 2004  相似文献   

8.
ABSTRACT

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others.  相似文献   

9.
ABSTRACT

This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF conceptualises the intersection of culture and pedagogy using a Tongan epistemology. The ACF positions the vā (a space that is relational which enables authentic relationships to be established, nurtured and maintained) and tauhi vaha`a/vā (a responsibility that teachers, schools, educational leaders and practitioners have to establish, nurture and maintain authentic relationships) as the fundamental concepts in the development of culturally and linguistically responsive pedagogies. It is theorised that by recognising Tongan strengths-based principles, values and educational concepts, the taumu`a `oe ako (the purpose for teaching and learning), founga ako (the concepts of teaching), and feinga ako (the concepts of learning) can be aligned. Thereby, recognising and acknowledging the various knowledge systems that the students from culturally and linguistically diverse (CALD) backgrounds arrive at school with. The concepts and implications of the ACF are discussed in this article.  相似文献   

10.
As our schools become increasingly diverse and the effects of immigration can be felt across the nation, some states have mandated that preservice teachers take endorsement courses that focus on teaching English Language Learners (ELLs) with the purpose of ensuring that teachers are able to meet ELLs' social and academic needs. A significant factor in improving instructional practices for ELLs is preservice teachers' confidence in their ability to teach ELLs successfully. What remains to be seen, however, is how best to organize and implement endorsement courses so that they have a positive effect on teachers' confidence to use their new knowledge to teach in effective ways. In this study, we discuss how endorsement curricula can build teachers' self-efficacy for teaching ELLs by not just covering the required content, but by being conscientious in how the curricula are organized and delivered. By providing teachers with the foundational knowledge through the use of meaningful and engaging pedagogical practices, preservice teachers' efficacy and beliefs about instructing ELLs will increase. This, in turn, will provide them with the confidence to teach those who may be very different culturally and linguistically from themselves.  相似文献   

11.
Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.  相似文献   

12.
Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors’ perceptions of the successful components of school improvement in culturally diverse schools. For the purposes of this research, we used the Cypriot education system as our case study to carry out observations and interviews with head teachers, teachers, immigrant and native students, and their parents. In identifying the inputs for the improvement of culturally diverse schools, as perceived by school actors, various components emerged, including listening to student voice, socioemotional and culturally responsive teaching, and increased parental involvement. Arguably, these contributing factors bear implications for school-based leadership, building successful professional communities, and enhancing intercultural competence in schools.  相似文献   

13.
Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.  相似文献   

14.
Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory.  相似文献   

15.
The researcher examined the influence that school contextual factors have on American preservice teachers’ sense of preparedness to teach and culturally responsive teaching self-efficacy appraisals. The findings suggest that preservice teachers in this study felt more prepared and confident to teach in a suburban school compared to an urban school. Additionally, preservice teachers felt less prepared and confident to teach English Language Learners regardless of their enrolment in an urban or suburban school. This study has implications for the preparation of teachers who are self-efficacious in their ability to teach in both urban and suburban educational settings.  相似文献   

16.
Prior research has indicated that both mainstream (e.g., positive classroom behavior management) and culturally responsive teaching practices (e.g., cultural socialization in the classroom and promoting parent involvement), as well as teacher-student ethnic match, are associated with greater academic achievement for students of color. The purpose of this study was to examine teacher-student ethnic match and culturally responsive teaching self-efficacy as predictors of self-reported teaching practices used with Latinx students. The present study used a sample of 236 teachers (38.6% Spanish-speaking Latinx) of Latinx students in New York City public schools. We found that bilingual Latinx teachers reported using more effective mainstream and culturally responsive teaching practices compared to non-Latinx teachers (who did not speak Spanish). Using structural equation modeling, we found support for a model in which greater reported use of effective teaching practices by bilingual Latinx teachers is mediated by their greater culturally responsive teaching self-efficacy. Taken together, the findings suggest that greater confidence with culturally responsive teaching among Spanish-speaking Latinx teachers contributes to improved classroom environments for Latinx students.  相似文献   

17.
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom.  相似文献   

18.
This article addresses challenges of multicultural education in the context of increasing transnational mobility and growing diversity in schools, and suggests ways to convert these challenges into new resources in education. We start with a brief overview of the contemporary transnationalism and new understanding of space and culture (Levitt & Glick-Schiller, 2004), and how they pose special challenges in multicultural pedagogy. Specifically, we examine the misleading conceptualizations and practices of culture and identity in multicultural education (Hoffman, 1996). Then, we redefine the culturally responsive, transformative pedagogy with focuses on its multidimensional and empowering aspects. Multiliteracy practices (New London Group, 1996) of students from culturally and linguistically diverse families are acknowledged as a new pathway to allow a wider range of learning opportunities, transform the interactive patterns between students and teachers, and empower students to critically reflect on, and share their identities.  相似文献   

19.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development.  相似文献   

20.
In this study, two middle‐school teachers who participated in a professional development program utilizing the transformative professional development (TPD) model are followed as they embarked upon becoming culturally relevant science teachers of Hispanic students. Using Ladson‐Billings (1994) theory of culturally relevant pedagogy, teacher interviews, focus groups, journals, and field notes are examined to reveal aspects of culturally relevant pedagogy that the participants translate into their daily science instructional practice in this longitudinal case study. Findings revealed TPD enabled participants to transform their practice to focus on culturally relevant science pedagogy resulting in a more effective instructional environment for their Hispanic students. Implications for further research on professional development and other supports for teachers integrating culturally relevant pedagogy are discussed. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 170–198, 2011  相似文献   

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