Culturally Responsive Data-Based Decision Making in High School Settings

2019 ◽  
Vol 55 (4) ◽  
pp. 214-220
Author(s):  
Benikia Kressler ◽  
Lindsey A. Chapman ◽  
Amy Kunkel ◽  
Katrina A. Hovey
Keyword(s):  
High School ◽  
Decision Making ◽  
Problem Solving ◽  
Culturally Responsive ◽  
Best Practice ◽  
Linguistically Diverse ◽  
Linguistically Diverse Students ◽  
Culturally Responsive Practices ◽  
Problem Solving Teams ◽  
Data Based Decision Making

Engaging in culturally responsive practices is considered best practice in classroom instruction, particularly within diverse schools, however, when making data-based decisions, there is little guidance for culturally responsive practitioners on how to engage in this work. This article introduces a model of culturally responsive data-based decision making (CR-DBDM) by outlining culturally responsive practices and combining them with Deno’s IDEAL (Identify, Define, Explore, Apply, and Look) problem solving model. The article provides members of high school-based problem-solving teams (PSTs), working within a response to intervention (RTI) framework, suggestions for decision making in ways that do not contribute to the disproportionate representation of culturally and linguistically diverse students in special education and empowers students and families by valuing their voices throughout the RTI process.

scholarly journals Preparing New Catholic School Educators for Inclusive Schools: An Analysis of University and Diocesan Teacher Training Research

2021 ◽  
Vol 24 (2) ◽  
pp. 84-103
Author(s):  
Rebekka J. Jez ◽  
◽  
Lauren Ramers ◽  
Melissa M. Burgess ◽  
Julie C. Cantillon ◽  
...  
Keyword(s):  
Spiritual Development ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Catholic School ◽  
University Supervisors ◽  
Linguistically Diverse Students ◽  
Culturally Responsive Practices ◽  
Teaching Community ◽  
The University ◽  
The Impact

Educators can improve the academic and socioemotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from diverse backgrounds and experiences—such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socioeconomic challenges. To learn more about this topic, a Catholic university and local diocese partnered to examine the literature on the impact of Catholic teachers in under-resourced schools; practices for training Catholic educators with skills to meet the needs of all learners; and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The literature review was organized using the three pillars of the University Consortium of Catholic Education: service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and support for teachers

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

TPACK ◽  
2019 ◽  
pp. 222-238
Author(s):  
Renee White-Clark ◽  
Shawn Robertson ◽  
Ashley Lovett
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Educational Opportunities ◽  
Responsive Teaching ◽  
Linguistically Diverse Students ◽  
Pedagogical Expertise ◽  
Diverse Student Populations ◽  
Use Of Technology ◽  
Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

Green Thumb Educating

2019 ◽  
pp. 81-112
Keyword(s):  
Learning Process ◽  
Sense Of Belonging ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
High Expectations ◽  
Linguistically Diverse Students ◽  
Meaningful Relationships ◽  
Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

Supporting Diverse Learners with Autism through a Culturally Responsive Visual Communication Intervention

2020 ◽  
pp. 105345122096309
Author(s):  
Katherine J. Bateman ◽  
Sarah Emily Wilson
Keyword(s):  
Social Skills ◽  
Social Engagement ◽  
Visual Communication ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Children With Disabilities ◽  
Linguistically Diverse ◽  
Cultural Considerations ◽  
Linguistically Diverse Students ◽  
Significant Area

Rates of inclusion for children with disabilities continue to increase. Schools are also experiencing an increase in culturally and linguistically diverse students. As such, the diversity of children in classrooms across the country continues to dramatically shift and teachers are challenged to implement culturally responsive and relevant interventions. Social skills are a significant area of development for which children with disabilities frequently require intervention. Yet, important considerations regarding cultural awareness and relevancy should be made when implementing social skills interventions as research emphasizes the necessity of diverse representation in interventions. This column discusses the implementation and cultural considerations of a visual communication support used to increase social engagement among children during mealtimes.

Using a Problem-Solving Model to Enhance Data-Based Decision Making in Schools

2009 ◽  
pp. 551-580 ◽  
Author(s):  
Stephen J. Newton ◽  
Robert H. Horner ◽  
Robert F. Algozzine ◽  
Anne W. Todd ◽  
Kate M. Algozzine
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Problem Solving Model ◽  
Data Based Decision Making

scholarly journals Meeting The Need For Special Education Teachers For Culturally Linguistically Diverse Students With Disabilities

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
And Training

This paper describes why special education teachers are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  The paper presents innovative approaches to recruiting and training culturally responsive special education teachers.

Examining the Perceptions, Beliefs, and Practices of Teacher Candidates Who Work With Diverse Learners

2020 ◽  
pp. 141-163
Author(s):  
Salika A. Lawrence ◽  
Tabora Johnson ◽  
Keshia James ◽  
Keturah Brooks ◽  
Zoland Charles ◽  
...  
Keyword(s):  
Decision Making ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Diverse Learners ◽  
Responsive Teaching ◽  
Face To Face ◽  
Culturally Responsive Practices ◽  
Teacher Student ◽  
Field Notes ◽  
Instructional Decision

This chapter examines teacher candidates' instructional decision-making and their perceptions of how instructional choices impact diverse learners. It describes strategies teacher candidates believe help to support the academic development of diverse learners. Data from semi-structured, face-to-face interviews, field notes from in-class observations, and classroom artifacts were used to examine how teacher candidates enacted culturally responsive teaching. The results show that teacher candidates who display culturally responsive practices in their classrooms can engage learners and foster trusting communities in their classrooms built upon teacher-student and student-student relationships. Furthermore, teacher candidates display a teaching identity that enables them to self-assess their decision-making, enact, and reconceptualize theories that shape their classroom practices. There is also some disconnect between teachers' ability to enact culturally responsive practices and their skills articulating their use of this theoretical framework.

Sign in / Sign up

Export Citation Format

Share Document