scholarly journals Culturally Responsive Pedagogy, Creating Opportunities for Teacher Professional Development in the Cook Islands

2019 ◽  
pp. 1-6
Author(s):  
Aue Te Ava ◽  
Yogeeta Devi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Cook Islands ◽  
Teacher Professional ◽  
Responsive Pedagogy

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

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, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

2021 ◽  
pp. 998-1018
Author(s):  
Kelly M. Mack ◽  
Kate Winter ◽  
Claudia M. Rankins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Culturally Responsive ◽  
Information Science ◽  
Culturally Responsive Pedagogy ◽  
Development Program ◽  
Application Process ◽  
Faculty Professional Development ◽  
Implicit Biases ◽  
Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

scholarly journals Development of an Observation Tool Designed to Increase Cultural Relationships and Responsive Pedagogy to Raise the Achievement of MĀOri Students in Secondary Classrooms in Aotearoa New Zealand

2018 ◽  
Vol 2 (2) ◽  
pp. 32 ◽  
Author(s):  
Mere Berryman ◽  
Janice Wearmouth
Keyword(s):  
New Zealand ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Secondary School Teachers ◽  
Ministry Of Education ◽  
School Teachers ◽  
Secondary Classrooms ◽  
Aotearoa New Zealand ◽  
Teacher Professional ◽  
Responsive Pedagogy

The paper discusses the development and conventions for use of a classroom observation tool designed to support secondary school teachers in Aotearoa New Zealand to develop respectful learning relationships and culturally responsive pedagogy in their classrooms. This tool was created within a programme of teacher professional development to support the improvement of indigenous Māori students’ achievement and engagement in learning. The Ministry of Education recognised the need for an extensive change in practices across the entire education sector that required a shift in thinking and behaviour. The observation tool was therefore designed to support formative assessment, focused on change, through deliberate and democratic professionalism. Initial data, whilst not conclusive, suggest this tool has the potential to support more effective cultural relationships and responsive pedagogy in classrooms thus improving learning and engagement among Māori students through increased self-efficacy, pride and a sense of themselves as culturally located.

Teachers’ Knowledge and Use of Context Responsive Pedagogy in a Rural Primary School

2020 ◽  
Vol 19 (1) ◽  
pp. 35-59
Author(s):  
Kadiean Morrison
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Professional Development ◽  
Training Programme ◽  
National Standards ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Teacher Professional ◽  
Responsive Pedagogy

This qualitative study reports on the knowledge and usage of context responsive pedagogy (CRP) based on five rural primary school teachers in Jamaica. The main findings revealed that the teachers found CRP beneficial to students, had limited knowledge of CRP, and that their use of CRP was driven by their humanistic beliefs. The findings therefore have implications for teacher professional development. The author recommends that given the benefits of CRP and the strategies required by the National Standards Curriculum (NSC), CRP should be taught to teachers in their pre-service training programme.

Faculty Professional Development for Culturally Responsive Pedagogy in STEM Higher Education

2021 ◽  
pp. 151-171
Author(s):  
Kelly M. Mack ◽  
Kate Winter ◽  
Claudia M. Rankins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Culturally Responsive ◽  
Information Science ◽  
Culturally Responsive Pedagogy ◽  
Development Program ◽  
Application Process ◽  
Faculty Professional Development ◽  
Implicit Biases ◽  
Responsive Pedagogy

This chapter showcases the purpose, activities, and outcomes of the Teaching to Increase Diversity and Equity in STEM (TIDES) faculty professional development program, which significantly increased both faculty skill level and confidence with implementing culturally responsive pedagogies in the computer/information science disciplines. Starting with the structure of the application process, TIDES intentionally created an effective learning environment where computer and information science faculty could not only learn about culturally relevant teaching practices and the need for them, but also unlearn what they may have absorbed about historical inequities in society and higher education and address their implicit biases about who can and should succeed in STEM. Evaluative data indicate that TIDES exceeded all its target outcomes, so this chapter is shared to support the replication of a proven practice of professional development to foster culturally responsive pedagogy among STEM faculty and, therefore, to support the recruitment and retention of diverse students in STEM.

Incorporating Family Engagement Into California School District Accountability Plans

2018 ◽  
pp. 18-41
Author(s):  
Rebecca A. London
Keyword(s):  
Professional Development ◽  
School Districts ◽  
Teacher Professional Development ◽  
Strong Evidence ◽  
Culturally Responsive ◽  
Family Engagement ◽  
Family Participation ◽  
Culturally Responsive Practices ◽  
Teacher Professional ◽  
School Events

Under a new policy, California school districts are responsible for articulating their plans to address student needs in eight priority areas, including family engagement in support of student learning. This chapter reviews accountability plans for 15 culturally and regionally diverse California school districts by aligning their approaches to family engagement with key culturally responsive strategies identified in the literature. Districts report using multiple approaches to engage families, but there is not strong evidence of teacher professional development in support of culturally responsive practices. Metrics to track family engagement outcomes are limited. Most districts track family participation at school events or response rates to family surveys, neither of which allows for an analysis of opportunities for engagement. More sophisticated family engagement systems are needed to assess the success of engaging family members in culturally appropriate and effective ways that improve student educational outcomes.

scholarly journals Facilitating Culturally Responsive Teaching Through Online Courses and Coaching

2022 ◽  
Vol 4 (3) ◽  
pp. 36-52
Author(s):  
Trish Lopez ◽  
Janet Penner-Williams ◽  
Rebecca Carpenter de Cortina
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
English Learners ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Control Group ◽  
Responsive Teaching ◽  
Education Programs ◽  
Teacher Professional

Teacher professional development and education programs are enhancing job-embedded experiences to address the disparity between theory and implementation. Simultaneously, higher education is now offering online courses to attract geographically distant educators, especially in high-needs fields such as teaching English Learners and Culturally and Linguistically Diverse students. There is a need to investigate what online teacher professional development and education programs can do to promote teachers’ application of what they learn. This pilot study utilized the Inventory of Situationally and Culturally Responsive Teaching (ISCRT) to investigate 23 in-service teachers’ culturally responsive teaching (CRT) practices before and after receiving online coursework and coaching. When compared to the control group, treatment teachers’ scores on four of the five ISCRT standards—Joint Productive Activity, Language and Literacy Development, Challenging Activities, and Instructional Conversations—as well as the composite were statistically significant. Findings suggest online CRT coursework with complementary instructional coaching supports teachers’ implementation of new knowledge and pedagogy.

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