Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments

2020 ◽  
Vol 51 (6) ◽  
pp. 2442-2460
Author(s):  
Hsueh‐Hua Chuang ◽  
Ching‐Lin Shih ◽  
Ming‐Min Cheng
Keyword(s):  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Teachers Perceptions

scholarly journals The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching

2016 ◽  
Vol 26 (2) ◽  
pp. 50-63 ◽  
Author(s):  
Constance L. McKoy ◽  
Rebecca B. MacLeod ◽  
Jennifer S. Walter ◽  
D. Brett Nolker
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cooperating Teachers ◽  
Music Educators ◽  
Responsive Teaching ◽  
Service Program ◽  
Teachers Perceptions ◽  
The Impact

Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to investigate the impact of an in-service program on cooperating teachers’ perceptions of culturally responsive teaching. At the conclusion of the workshop, participants rated familiarity and importance of culturally responsive teaching higher than they did prior to the workshop. Sixteen of the 18 participants indicated that the workshop had changed their understanding of culturally responsive teaching.

Culturally Responsive Teaching with Adult Learners

2021 ◽  
pp. 1459-1468
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Adult Educators ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Teaching with Adult Learners

2018 ◽  
Vol 9 (4) ◽  
pp. 33-41 ◽  
Author(s):  
Christy M. Rhodes
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Multicultural Education ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Cultural Identities ◽  
Responsive Teaching ◽  
Inclusive Learning ◽  
K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

scholarly journals Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

2021 ◽  
Vol 13 (24) ◽  
pp. 13922
Author(s):  
Ming-Min Cheng ◽  
Aurora V. Lacaste ◽  
Cris Saranza ◽  
Hsueh-Hua Chuang
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Cultural Values ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Responsive Teaching ◽  
Visual Aids ◽  
K 12

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching

2017 ◽  
Vol 50 (8) ◽  
pp. 697-726 ◽  
Author(s):  
Patricia J. Bonner ◽  
Susan R. Warren ◽  
Ying H. Jiang
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Qualitative Methodology ◽  
Diverse Students ◽  
Responsive Teaching ◽  
Schools Of Education ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Sense Of Efficacy ◽  
Urban Classrooms

This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms.

Cleaning Up the Clinic: Examining Mentor Teachers’ Perceptions of Urban Classrooms and Culturally Responsive Teaching

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Sashelle Thomas-Alexander ◽  
Brian E. Harper
Keyword(s):  
Urban Schools ◽  
Confidence Level ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Culturally Responsive ◽  
Urban Students ◽  
Mentor Teachers ◽  
Responsive Teaching ◽  
Teachers Perceptions ◽  
Urban Classrooms

AbstractThis study investigates the beliefs of mentor teachers with respect to urban classrooms as well as their confidence level with respect to working with a diverse array of urban students. When presented with a simple, unambiguous query concerning urban schools and the Culturally Responsive Teaching Self-Efficacy Scale, mentor teachers in this sample expressed overwhelmingly negative views of the students, schools and communities in which they teach. Recommendations are made with respect to the preparation, support and supervision of mentor teachers who work in urban schools.

Using Culturally Responsive Teaching and Data-Driven Instruction in Mathematics to Create Equity and Equality

2021 ◽  
pp. 793-817
Author(s):  
Pamela D. Porter
Keyword(s):  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Classroom Teachers ◽  
Responsive Teaching ◽  
Barriers To Learning ◽  
Data Driven Instruction ◽  
Linguistically Diverse Students ◽  
Critical Challenge

The diverse nature of school populations in current education requires teaching that not only considers the differences in their students, but how their own practices have an impact on a student's ability to learn content. Traditional Eurocentric models of education are not relevant to the lives of racially culturally ethnically linguistically diverse students, thus creating barriers to learning for students who do not fit neatly into categories of Black or White. For the academic environment to be accessible for all students, classroom instruction must become culturally aligned. This may be somewhat of a challenge given that classroom teachers are ill-prepared to meet the needs of RCELD students in math education. Teachers are faced with the critical challenge of creating learning environments that bridge the gap between culture and curriculum with appropriate strategies and resources, while all the while adhering to state and federal standards. This chapter explores using culturally responsive teaching to teach mathematics.

Using Culturally Responsive Teaching and Data-Driven Instruction in Mathematics to Create Equity and Equality

2018 ◽  
pp. 197-222
Author(s):  
Pamela D. Porter
Keyword(s):  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Classroom Teachers ◽  
Responsive Teaching ◽  
Barriers To Learning ◽  
Data Driven Instruction ◽  
Linguistically Diverse Students ◽  
Critical Challenge

The diverse nature of school populations in current education requires teaching that not only considers the differences in their students, but how their own practices have an impact on a student's ability to learn content. Traditional Eurocentric models of education are not relevant to the lives of racially culturally ethnically linguistically diverse students, thus creating barriers to learning for students who do not fit neatly into categories of Black or White. For the academic environment to be accessible for all students, classroom instruction must become culturally aligned. This may be somewhat of a challenge given that classroom teachers are ill-prepared to meet the needs of RCELD students in math education. Teachers are faced with the critical challenge of creating learning environments that bridge the gap between culture and curriculum with appropriate strategies and resources, while all the while adhering to state and federal standards. This chapter explores using culturally responsive teaching to teach mathematics.

Minority Students in Computer Science

2021 ◽  
pp. 88-104
Author(s):  
Jung Won Hur
Keyword(s):  
Computer Science ◽  
Minority Students ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Role Model ◽  
Responsive Teaching ◽  
Factors Affecting ◽  
K 12 ◽  
Collaborative Efforts

Over the past decade, a number of collaborative efforts to expand computer science (CS) education in U.S. K-12 schools have been made (e.g., CS 10K and CSforAll). Despite various efforts, minority students, such as African Americans and Hispanics, still face unique barriers to accessing CS courses, resulting in the underrepresentation of minorities in the field of CS. This chapter reviews factors affecting minority students' interest in and access to CS learning and identified barriers, such as a lack of CS courses offered in schools, students' lack of self-efficacy in CS, and a lack of role model who can encourage minority students to study CS in college. The chapter also introduces the culturally responsive teaching (CRT) framework, followed by a discussion on how teachers can incorporate CRT strategies to create culturally responsive computing learning environments where minority students' engagement and success in CS are promoted.

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