On the certainty of entanglements with ecocide: pragmatic action for responsive pedagogy inspired by ecological psychology and permaculture

2021 ◽  
pp. 1-19
Author(s):  
Roxanne Finn ◽  
Louise Gwenneth Phillips
Keyword(s):  
Ecological Psychology ◽  
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 Neither mindful nor mindless, but minded: habits, ecological psychology, and skilled performance

Synthese ◽  
2021 ◽  
Author(s):  
Miguel Segundo-Ortin ◽  
Manuel Heras-Escribano
Keyword(s):  
Cognitive Processes ◽  
Motor Behavior ◽  
Mental Representations ◽  
Ecological Psychology ◽  
Context Sensitive ◽  
Skilled Performance ◽  
New Information ◽  
Skilled Action ◽  
Conscious Attention ◽  
Computational Processes

AbstractA widely shared assumption in the literature about skilled motor behavior is that any action that is not blindly automatic and mechanical must be the product of computational processes upon mental representations. To counter this assumption, in this paper we offer a radical embodied (non-representational) account of skilled action that combines ecological psychology and the Deweyan theory of habits. According to our proposal, skilful performance can be understood as composed of sequences of mutually coherent, task-specific perceptual-motor habits. Such habits play a crucial role in simplifying both our exploration of the perceptual environment and our decision-making. However, we argue that what keeps habits situated, precluding them from becoming rote and automatic, are not mental representations but the agent's conscious attention to the affordances of the environment. It is because the agent is not acting on autopilot but constantly searching for new information for affordances that she can control her behavior, adapting previously learned habits to the current circumstances. We defend that our account provides the resources needed to understand how skilled action can be intelligent (flexible, adaptive, context-sensitive) without having any representational cognitive processes built into them.

scholarly journals Educating for the future: A conceptual framework of responsive pedagogy

2016 ◽  
Vol 3 (1) ◽  
pp. 1227021 ◽  
Author(s):  
Kari Smith ◽  
Siv Måseidvåg Gamlem ◽  
Ann Karin Sandal ◽  
Knut Steinar Engelsen ◽  
Kar-wai Tong
Keyword(s):  
Conceptual Framework ◽  
The Future ◽  
Responsive Pedagogy

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 STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM

2019 ◽  
Vol 6 (2) ◽  
pp. 75
Author(s):  
Syarifah Dahliana
Keyword(s):  
Learning Process ◽  
Teaching Strategy ◽  
Interactive Communication ◽  
Classroom Activities ◽  
Language Classroom ◽  
Teaching Goal ◽  
English Speaking ◽  
Responsive Pedagogy ◽  
Teaching Learning ◽  
Self Engagement

Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.

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