Culturally Responsive Pedagogy: Experience in the Visual Art Education Classroom

2016 ◽  
pp. 75-89
Author(s):  
Siti Zuraida Maaruf ◽  
Muhamad Azhar Abdullah ◽  
Saedah Siraj ◽  
Voviana Zulkifli
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
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

scholarly journals Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom

2020 ◽  
Vol 37 (1) ◽  
pp. 51-62
Author(s):  
Hetty Roessingh
Keyword(s):  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Video Clip ◽  
Linguistically Diverse ◽  
Integrated Approach ◽  
Elementary Classroom ◽  
Academic Vocabulary ◽  
Responsive Pedagogy ◽  
Langue Seconde

Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting. La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.

scholarly journals Learning by Nature: The Implementation and Evaluation of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft

2019 ◽  
Vol 16 (2) ◽  
pp. 117
Author(s):  
Siti Zuraida Maaruf ◽  
Ahmed Waliyuddin Basri
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Level ◽  
Proximal Development ◽  
Design Development ◽  
Senior Lecturer ◽  
Positive Feedbacks

The aim of this study is to determine the usefulness of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft for teaching and learning the topic ‘Batik Pelangi’ in Visual Art Education (VAE). The pictorial module was developed using the ADDIE Model that was supported by Zone of Proximal Development (ZPD) – Scaffolding by Lev Vygotsky (1978). This study uses the Design Development Research (DDR) approach. The Pictorial Module was evaluated by two expert panels which is one experienced VAE school teacher and one Visual Art senior lecturer at a local university. A purposive sampling consisting of 29 VAE students and one VAE teacher were used in this research to measure their acceptance using the module. Both the responding groups of students and VAE teacher provided positive feedbacks toward learning and teaching using the module. Based on the findings, the Pictorial Module is relevant and appropriate to be implemented at secondary school level for art education in Malaysia.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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.

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