Collective Teacher Efficacy and Culturally Responsive Teaching Efficacy of Inservice Special Education Teachers in the United States

2018 ◽  
pp. 004208591877072 ◽  
Author(s):  
Szu-Yin Chu ◽  
Shernaz B. Garcia
Keyword(s):  
United States ◽  
Special Education ◽  
Teacher Efficacy ◽  
Special Education Teachers ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching Efficacy ◽  
The United States ◽  
Collective Teacher Efficacy ◽  
Responsive Teaching

Culturally Responsive Assessment in Music Education

2019 ◽  
pp. 736-754
Author(s):  
Ebru Tuncer-Boon
Keyword(s):  
United States ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
The United States ◽  
Cross Cultural ◽  
Assessment Practices ◽  
Music Teaching ◽  
Responsive Teaching ◽  
American Children

This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth Orchestra at the University of Florida, and African American children in the United States and their violin experiences at Lincoln Elementary. The chapter explores how culturally responsive music-teaching practices and assessments support each other. The chapter discusses and identifies how culturally responsive assessment practices, as implemented in string teaching practices and music classrooms in the United States, enhance learning and emphasize student and culture-driven learning and, more specifically, develops a framework of action for analyzing and understanding culturally responsive teaching and assessment processes. In providing the recent literature and research in cross-cultural psychology, music psychology and cognitive neuroscience, this chapter opens up new ways of understanding differences in human cognitive functions, cross-cultural varieties in musical perceptions, music teaching, learning, and educational achievement.

Moving beyond disproportionality: the role of culturally responsive teaching in special education

2011 ◽  
Vol 22 (4) ◽  
pp. 377-396 ◽  
Author(s):  
Monika Williams Shealey ◽  
Patricia Alvarez McHatton ◽  
Vixen Wilson
Keyword(s):  
Special Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching

“Good Intentions Can Only Get You So Far”: Critical Reflections From Teach For America Corps Members Placed in Special Education

2017 ◽  
Vol 50 (5) ◽  
pp. 435-460 ◽  
Author(s):  
Matthew A. M. Thomas
Keyword(s):  
United States ◽  
Special Education ◽  
Urban Schools ◽  
Special Education Teachers ◽  
The United States ◽  
Teach For America ◽  
Pedagogical Practices ◽  
Roles And Responsibilities ◽  
Critical Reflections ◽  
Education Initiatives

Research on Teach For America (TFA) continues to grow, but scant scholarship has explored the experiences of its corps members working in special education in urban schools. As teachers who require in-depth knowledge of legal and liability processes as well as effective pedagogical practices, corps members in special education positions have significant demands placed on them that often lie beyond the roles and responsibilities of other TFA teachers. This article therefore focuses on the experiences of five TFA corps members placed in special education as it explores their critical reflections about the minimal preparation and support they received from TFA. In light of recent special education initiatives launched by TFA, the article raises questions about the continued involvement of TFA in the field of special education and its ability to adequately prepare corps members for the unique responsibilities served by special education teachers in the United States.

scholarly journals Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Natasha Ramsay-Jordan
Keyword(s):  
No Child Left Behind ◽  
Standardized Testing ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
High Stakes Testing ◽  
The United States ◽  
Responsive Teaching ◽  
Elementary And Secondary Education ◽  
K 12

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

Culturally Responsive Teaching and Training for Pre-Service Special Educators in Higher Education

2022 ◽  
pp. 972-986
Author(s):  
York Williams
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Teacher Preparation ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Responsive Teaching ◽  
Preparation Programs ◽  
Service Departments

In the field of public education, special education teacher preparation is one of the most critical areas of teacher preparation in higher education, given the mandate of FAPE under the IDEA. Additionally, teacher preparation programming that provides pre-service teachers with the knowledge, skills, and clinical experiences that can meet the learning-diverse needs of students is of paramount importance. However, teacher preparation programs often focus on meeting accreditation standards, job placement and service opportunities while leaving the teaching of diversity in special education as an add-on to be fulfilled by service departments, humanities courses, and/or social science electives. In order for universities and institutions of higher education to fulfill its mandate of teacher-training in special education, with a focus beyond the disability, they must adopt a curricula revision that includes culturally responsive teaching and diversity.

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.

Moving Toward Culturally Restorative Teaching Approaches

2021 ◽  
pp. 277-296
Author(s):  
Mike Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Educational Professionals

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices. The chapter concludes with suggestions of future practices for facilitating the further development of culturally restorative teaching practices among educational professionals.

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