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1.
ABSTRACT

This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive content was characterized by resistance, revelation, and support and (b) culturally responsive teacher educator pedagogy involved instructional approaches of modeling change and building community. Implications for culturally responsive pedagogies in the teacher education classroom and professional development are explored.  相似文献   

2.
ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.  相似文献   

3.

Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning.  相似文献   

4.
ABSTRACT

Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices.  相似文献   

5.
《师资教育杂志》2012,38(3):241-251

Stereotypes of the 'Chinese learner' have been extensively investigated, leading to the conclusion that knowledge about the social, cultural and pedagogic origins of Chinese students' dispositions to learning should be incorporated into programs preparing teachers for China service. In this paper it is suggested that teacher education initiatives of this type should redress sociological blindness about the particularity of local pedagogic contexts. A case study of the production of 'obedient' students in the Chinese school system during the 1990s is presented, illustrating sociological tools that enable analysis of the origin of students' dispositions to learning in particular conditions. The recommendation is that such tools be incorporated into teacher education for domestic, as well as international contexts, given the critical insight that is required if teachers are to provide equitably for all students in conditions of increasing cultural diversification and re-traditionalisation of education.  相似文献   

6.
民族地区教师的文化敏感性即民族地区教师对学生文化背景和生活经验的感知程度,以及在此基础上采取适切的方式帮助学生实现有意义的学习的能力。当前民族地区教师文化敏感性的缺失,很大原因是由于教师培养和培训中忽视当地文化背景的特殊性。民族地区教师培训要把该地区教师发展的文化属性重新还给教师,使教师的教和学生的学植根于当地学校生活的文化土壤。教师培训的内容应包括:正确的民族文化观和民族教育观,当地学生中主体民族的历史文化和风俗习惯,学生的文化背景对其学习和发展的影响,对课程内容进行文化分析和开发民族文化课程资源的能力。  相似文献   

7.
Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.  相似文献   

8.
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   

9.
Scholars have shown that educational experiences within the classroom may marginalize students of color which may result in psychological distress. However, the utilization of culturally responsive educational practices (CRE) can create environments in which marginalized students can thrive not only academically, but psychologically. The authors provide a qualitative case study examining the culturally responsive practices of one teacher through a relational cultural theory (RCT) lens. The findings suggest that CRE practices may serve as psychological interventions that are associated with decreased psychological distress and increased psychological well-being amongst students of color. Specifically, students demonstrated behaviors depicting a number of RCT’s five good things, including zest, empowerment, connection, clarity, and self-worth, that improve psychological well-being according to RCT.  相似文献   

10.
ABSTRACT

There has been strong advocacy for teacher educators to be culturally responsive in their teaching, but less attention has been focused on the process and journey of becoming more culturally responsive. In this self-study, two teacher educators enrolled in a year-long, foundation-level Māori language course to learn the indigenous language of their country. Putting themselves into roles as students in a bicultural context was a powerful way to learn about Māoritanga and culturally responsive pedagogy, which they then applied in their own teaching. Data were generated through regular reflective journal entries, with significant moments being identified, discussed, and shared with their critical friend. Discussion highlighted that interactions in a bicultural context generated a great deal more than rudimentary language skills. By incorporating aspects of their experiences into their teaching, Dawn and Alan were able to examine the rationale for their actions as an important commitment to modelling culturally appropriate pedagogy for their students. They acknowledge that their status will always be as “other” but they have respectfully navigated paths to ensure that they practice in ways that are sensitive and appropriate to their rich bicultural context.  相似文献   

11.
Abstract

This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational policy Kia Eke Panuku, we argue that such a claim is not established and it is the development of an epistemic identity which is more likely to be the means for Māori to attain educational success.  相似文献   

12.

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   

13.
This study examined preservice teachers' (N = 73) attitudes about and awareness of aspects of multicultural teaching and learning. Subjects provided background information and responded to 43 statements about multicultural education. Results indicate that most respondents are aware of many issues related to multicultural education and anticipate having culturally diverse students in their classrooms. While aware of the need to be able to work with students from diverse cultures, teacher education students are undecided as to just how well their teacher preparation has developed their abilities to teach children from cultural and religious backgrounds that differ from their own, or to communicate with children and families from diverse backgrounds. The authors recommend that teacher training programs address both theory and practice in multicultural education throughout the curriculum in a comprehensive, long-term manner, so that students can acquire the knowledge and confidence necessary to deal with multicultural issues in education with intelligence, professionalism, and understanding.  相似文献   

14.
The disparity between the ethnic and cultural makeup of our teaching force and the ethnic and cultural makeup of the student population demands initiatives on the part of teacher preparation programs. Preservice teachers need to learn about the various cultures of their students in order to increase communication and understanding. As preservice teachers learn about and come to understand culturally diverse students, they move toward becoming culturally responsive teachers. Through the use of ethnic children's literature and focused discussion in field experience seminars, preservice teachers increased their background knowledge about Latino children's lives and began to make connections with the students themselves.  相似文献   

15.
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   

16.
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17.
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   

18.
Research advances in teaching, learning, curriculum, and assessment have not changed the continued underperformance of marginalized students in mathematics education. Culturally responsive teaching is a means of addressing the needs of these students. It is sometimes challenging, however, to convince secondary mathematics teachers about the importance of culture in mathematics education. To contribute to what is known about supporting secondary mathematics teachers in developing a culturally responsive teaching practice, we studied the impacts of a graduate course called Culture in the Mathematics Classroom on 13 teachers enrolled in the course. The course was designed to guide secondary mathematics teachers in understanding and growing their capacity to enact culturally responsive teaching in their classrooms. The purpose of our research was to explore how teachers’ perceptions changed as a result of their engagement in the class with respect to understanding the role of culture in knowing and being responsive to their students. Specifically, we examined how each of the four course projects seemed to individually and collectively influence teachers’ thinking. Overall, teachers appeared to expand their cultural awareness and dispositions for cultural responsiveness that would support them in knowing and supporting their students in the manner of a culturally responsive teacher. Teachers did not, however, develop some more “advanced” understandings related to power and privilege in society. This study provides researchers and mathematics teacher educators with a potential analytic framework for understanding teacher change with respect to culturally responsive teaching.  相似文献   

19.

In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data revealed that the mother, women in the community, and female teachers were significant influences on the participants' decisions to teach. Moreover, their experiences and interpretations of these experiences have shaped their images of good teaching as shared, culturally responsive mothering. The participants' life histories further revealed that as their conceptions of good mothering and good teaching crystallized, their reasons for teaching transcended altruism and a love for children, resulting in perspectives on caring, and a sense of responsibility for the school success of all students. The authors suggest that improved understanding about African-American prospective teachers' lived experiences that give rise to their perceptions of and purposes for teaching hold implications for teacher education and African-American teacher recruitment and retention efforts.  相似文献   

20.
Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.  相似文献   

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