Culturally Responsive Teaching: What do selected United States elementary school teachers think?

2001 ◽  
Vol 12 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Nawan Phuntsog
Keyword(s):  
United States ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
School Teachers

scholarly journals Greek Primary School Teachers’ Reported Practices Concerning the Implementation of Culturally Responsive Teaching: The Culturally Responsive Practices Questionnaire (CRPQ)

2019 ◽  
Vol 6 (2) ◽  
pp. 270
Author(s):  
Effie Penderi ◽  
Evdokia Kokouvinou
Keyword(s):  
Primary School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
School Teachers ◽  
Cultural Backgrounds ◽  
Training Experience ◽  
Northern Greece ◽  
Primary School Teachers ◽  
Capital Development

<p><em>The purpose of this study was to examine Greek primary school teachers’ reported practices regarding culturally responsive teaching. A questionnaire with 29 items was constructed, based on a number of relevant international research tools. Participants were 187 primary school teachers, in Northern Greece. Exploratory factor analysis revealed three psychometrically robust factors, Utilization of students’ cultural capital, Development of culturally responsive learning environments and Collaboration with parents and differentiated teaching. Items with the highest mean score seemed to focus on the promotion of trust and respect among students, while those with the lowest score regarded mainly the use of students’ diverse cultural heritage in the classroom. Relevant training, experience with students from diverse cultural backgrounds and urbanity were the background variables that seemed to have some relation to certain aspects of culturally responsive teaching reported practices. </em></p>

Considering Diversity in L2 Teacher Education

2021 ◽  
pp. 1041-1061
Author(s):  
Sheri K. Dion
Keyword(s):  
United States ◽  
Ethnic Diversity ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Student Diversity ◽  
Responsive Teaching ◽  
Northeastern United States ◽  
Student Background ◽  
Diverse Backgrounds

This chapter presents a discussion of how teacher candidates can develop an awareness of linguistic and cultural diversity and supports students of diverse backgrounds in second language (L2) teaching. Buoyed with a narrative inquiry involving 17 L2 teachers at one independent secondary school in the Northeastern United States, Geneva Gay's culturally responsive teaching is recast, integrating cultural, racial, and ethnic diversity in L2 curricula. Although many teacher participants reported incorporating student background as a resource in informal ways, few teachers (3 of 17) reported formally integrating activities into L2 curricula that supported students in this way. This finding suggests that knowledge of the relevance of student diversity as a resource may also be underrepresented in L2 practices, and implications for L2 teaching and teacher candidates are discussed. Following this examination, the chapter offers a guiding activity that teacher candidates can develop to explore diversity and inform teaching practices.

Bilingualism in measurement: the coming of the metric system

1973 ◽  
Vol 20 (5) ◽  
pp. 397-399
Author(s):  
George W. Bright
Keyword(s):  
United States ◽  
Elementary School ◽  
Young Children ◽  
Elementary School Teachers ◽  
Measurement System ◽  
The United States ◽  
School Teachers

At such time as the metric system is adopted as the measurement system in the United States, every American will develop some degree of bilingualism in the English and metric languages of measurement. The burden of encouraging this development will fall to a large extent on elementary school teachers, for they will have to confront the confusion of young children. But there are advantages that will accrue for those who learn to use the metric system. As teachers recognize these advantages and begin to exploit them, acceptance of the metric system will increase.

Rethinking the Elementary “Canon”: Ideas, Inspirations, and Innovations from Hip-Hop

2020 ◽  
Vol 107 (2) ◽  
pp. 58-65
Author(s):  
Adam J. Kruse ◽  
Donna J. Gallo
Keyword(s):  
Elementary School ◽  
Music Education ◽  
Culturally Responsive Teaching ◽  
Hip Hop ◽  
Culturally Responsive ◽  
Music Educators ◽  
Elementary Music ◽  
Responsive Teaching ◽  
Critical Importance ◽  
Elementary Music Education

This article offers perspectives on disrupting the typical elementary school “canon” through providing considerations and pedagogical orientations for including hip-hop. Three issues of critical importance in elementary music education are addressed: decentering Whiteness in elementary music, understanding hip-hop in relation to culturally responsive teaching, and establishing new pathways for musical creativity through hip-hop. Engaging with hip-hop both as a genre and the product of a culture offers music educators opportunities to meaningfully reconsider their practices.

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