Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities

2008 ◽  
Vol 74 (3) ◽  
pp. 351-371 ◽  
Author(s):  
Gwendolyn Cartledge ◽  
Lefki Kourea
Keyword(s):  
At Risk ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
Diverse Students ◽  
Culturally Diverse Students

scholarly journals Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course

2018 ◽  
Vol 9 (1) ◽  
pp. 14-33 ◽  
Author(s):  
Julie C. Brown ◽  
Elizabeth A. Ring-Whalen ◽  
Gillian H. Roehrig ◽  
Joshua A. Ellis
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Students Of Color ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
Secondary Science ◽  
Diverse Students ◽  
Preparation Programs ◽  
Culturally Diverse Students

Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally diverse students or increasing their confidence in working with them. In response to this concern, we designed a theoretically- and contextually-grounded induction course to support culturally responsive secondary science teacher development. The purpose of this four-week course was to engage beginning secondary science teachers (1-5 years of teaching experience) in activities, discussions, and reflections raising awareness of the importance of attending to attitudes about culturally diverse students, as well as abilities to incorporate students’ backgrounds into science instruction. Course goals included improving teachers’: understanding of culturally responsive pedagogy (CRP); sociopolitical awareness and knowledge of their cultural identities; knowledge of and attitudes toward culturally diverse students, their families, and communities; critical reflection on classroom practices; and abilities to design culturally responsive science curriculum units integrating families’ funds of knowledge and/or sociopolitical ties. In this paper, we share our design and implementation experiences, as well as teacher outcomes. Continued conversations between researchers, teacher educators, and others involved in advancing culturally responsive science teaching are crucial to the academic success of culturally diverse student populations.

scholarly journals Multicultural Education: Teachers Perceptions And Preparation

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Sunita Sharma
Keyword(s):  
Multicultural Education ◽  
Culturally Diverse ◽  
Correlation Coefficients ◽  
Professional Preparation ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Teachers Perceptions ◽  
Quantitative And Qualitative Research ◽  
K 12

In this study, the researcher has explored and described K-12 school teachers’ perceptions of multicultural education and their professional preparation to teach culturally diverse students in a Northwest Florida school district. This was a descriptive study, combining quantitative and qualitative research methods. A proportionate stratified random sample of 150 K-12 teachers was used for the survey and a case study of 15 teachers for the interviews. Correlation coefficients and ANOVA results determined overall significantly low correlations between teachers’ demographics and their perceptions. Previous research and the findings from this study indicate a need for effective preparation in multicultural education for teachers of culturally diverse students.

scholarly journals Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

2021 ◽  
Author(s):  
Judith K. Bernhard
Keyword(s):  
Culturally Diverse ◽  
Educational Theory ◽  
Diverse Students ◽  
Culturally Diverse Students

Assessment of Socio-culturally Diverse Students: Problems in Special Educational Theory and Implications for Practice

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

2017 ◽  
Vol 119 (1) ◽  
pp. 1-32 ◽  
Author(s):  
Tyrone C. Howard ◽  
Andrea C. Rodriguez-Minkoff
Keyword(s):  
Culturally Relevant Pedagogy ◽  
Culturally Diverse ◽  
Culturally Relevant ◽  
Diverse Students ◽  
Professional Literature ◽  
Culturally Diverse Students ◽  
Background Context ◽  
Relevant Pedagogy

Background/Context In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. Purpose/Focus The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and make recommendations on how the concept may inform and influence the outcomes of culturally diverse students.

Pre-Service Teachers' Intercultural Sensitivity, Multicultural Efficacy, and Attitudes Toward Multilingualism

2019 ◽  
pp. 211-227
Author(s):  
Ioannis Karras ◽  
Julia A. Spinthourakis ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Culturally Diverse ◽  
Language Attitudes ◽  
Intercultural Sensitivity ◽  
Foreign Languages ◽  
Diverse Students ◽  
Culturally Diverse Students ◽  
Program Of Study ◽  
Diverse Student Populations ◽  
Diverse Student ◽  
Different Populations

Preparing teachers to assist linguistically and culturally diverse students to integrate is difficult as the paradigm is not limited to students but radiates outwards. Preparation of teachers in Greece has involved the incorporation of foreign languages and courses in multiculturalism in their program of study in an effort to promote multilingualism (ML), multicultural efficacy (ME), and intercultural sensitivity (IS). In this research brief, the authors attempt to look at how we prepare teachers to meet increased challenges migration of very different populations brings to their teaching as well as how their attitude toward multilingualism, ME, and IS may be interrelated. The study's main objectives are to measure this group's level of IS, ME, and multilingual language attitudes and examine their relationship. The goal is to determine how well equipped these pre-service teachers are to deal with the linguistically and culturally diverse student populations they will be called upon to teach and what facilitates them achieving this end.

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