Culturally responsive teaching knowledge and practices of online faculty in educational administration: a pilot study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Julia Ballenger ◽  
Mei Jiang
Keyword(s):  
International Students ◽  
Cultural Diversity ◽  
Educational Administration ◽  
Culturally Responsive Teaching ◽  
Online Teaching ◽  
Culturally Responsive ◽  
Research Study ◽  
Course Design ◽  
Responsive Teaching ◽  
Teaching Knowledge

Abstract The new statistics project that the nation will become “Minority White” in 2045 where Whites will comprise 49.7% of the population. In contrast, Hispanics will comprise 24.6%, Blacks 13.1%, Asians 7.9%, and 3.8% for multiracial populations. Given such shifts in the demographic trends, a culturally inclusive curriculum design and delivery is critical for all students’ success. The purpose of this pilot quantitative comparative research study was to assess Culturally Responsive Teaching Knowledge (CRT) and Culturally Responsive Educational Practices (CREP) in Texas public university faculty who teach and/or advise online Master’s and/or Doctoral students of color, military students, LGBTQ students, religious minority students, and international students in Educational Administration. All respondents in this pilot research study believed Culturally Responsive Teaching was “very important”. However, their self-reported ratings on knowledge of CRT were significantly lower than their value of CRT. These findings revealed the respondents recognized the importance and necessity of cultural diversity in online learning. They viewed cultural differences as assets in online courses. However, they self-perceived their own knowledge of cultural diversity in online teaching was insufficient. With the changing student demographics and increase in international students, faculty members should incorporate diverse learning activities into the online course design to promote equitable learning outcomes. These instructional methods are particularly important to the online graduate programs in the fields of Educational Administration, Instructional Administration, and Educational Leadership.

scholarly journals Culturally Responsive Teaching Knowledge and Practices of Online Faculty

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Keri L. Heitner ◽  
Miranda Jennings
Keyword(s):  
Culturally Responsive Teaching ◽  
Online Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Internal Consistency Reliability ◽  
Responsive Teaching ◽  
Online Faculty ◽  
Student Body ◽  
Religious Minority ◽  
Teaching Knowledge

Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive educational practices (CREP) in teaching and advising students of color, military students, LGBTQ students, religious minority students, and international students; (b) describe participants’ CRT knowledge, value, and CREP; and (c) examine differences between their knowledge and their practices. The combined pilot and main study sample was comprised of 47 completed surveys. Internal consistency reliability was high for all subscales (.895-.970); subscale intra-class correlation coefficients ranged from .526-.833. The pilot round revealed strong face and content validity. Campbell-Fiske multitrait-multimethod matrix generated evidence of construct validity. Within-group comparisons of subscale scores using Wilcoxon Signed-ranks test revealed some significant differences between perceived knowledge and practice. Mann Whitney U test did not reveal significant differences in subscale scores or overall score by sector, degree level taught, or gender. The results have important implications for faculty training, professional development, mentoring, and support. Faculty who teach online who understand and value culturally responsive pedagogy and have the knowledge and skills to implement best practices in meeting the needs of diverse learners will enhance both teaching and learning. Culturally responsive knowledges and practice are particularly important as online programs are becoming ubiquitous across traditional institutions of higher education and their core faculty are teaching an increasingly diverse student body.

Responsive Teaching in the Conditions of Intercultural Communication

2019 ◽  
pp. 324-343
Author(s):  
Marinela Rusu
Keyword(s):  
Cultural Diversity ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ecological Perspective ◽  
Responsive Teaching ◽  
Classroom Communication ◽  
Intercultural Competencies

The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.

scholarly journals Culturally Responsive Social Emotional Learning for International Students

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ellen Yeh ◽  
Rashmi Sharma ◽  
Monika Jaiswal-Oliver ◽  
Guofang Wan
Keyword(s):  
International Students ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Responsive Teaching ◽  
Social Emotional ◽  
Social And Emotional ◽  
Faculty And Staff ◽  
Campus Activities

This qualitative study demonstrates how a culturally responsive teaching (CRT) approach builds the capacity of faculty and staff to create a social and emotional learning (SEL) environment that is conducive to success for international students. The researchers propose a CRT-SEL model to address the increasing needs of mid-sized universities with emerging international students. The findings from 14 faculty and staff participants point to professional development strategies that can help reduce or remove barriers for working with international students. This study highlights the need to build upon the CRT and SEL tenets and align them with the existing support networks within the mid-size higher education institutions for classroom learnings and off-campus activities to bolster international students’ overall success. The results also indicate the faculty and staff’s varying priorities and diverging trajectories.

scholarly journals CULTURALLY RESPONSIVE TEACHING AS AN INNOVATIVE STRATEGY IN EDUCATION: EXPERIENCE OF THE UKRAINIAN EDUCATOR IN THE AMERICAN EDUCATIONAL SYSTEM

2019 ◽  
pp. 96-100
Author(s):  
N. V. Volkovetska-Ireland
Keyword(s):  
Cultural Diversity ◽  
Cultural Values ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching Strategy ◽  
Responsive Teaching ◽  
Innovative Strategy ◽  
Personal Story ◽  
Diverse Classrooms ◽  
The Usa

In a globalized world, cultural diversity and identity have become defining issues that require attention and immediate response. The educational sphere is not an exception. Successful teaching in the modern classroom setting requires more than a proficiency in the field and/or skills to apply effective pedagogical techniques. A successful 21st century teacher needs to be socio-culturally conscious, willing and capable to relate to their students and build trusting relationships, especially in culturally, socially, demographically diverse classrooms. This article profiles the culturally responsive teaching model through the lens of an immigrant’s experience as an educator in the USA. The research focus covers four motivational conditions (establishing inclusion; developing positive attitude; enhancing meaning; engendering competence) that can spark inquiry in learning. Analyzing Dr. R. Wlodkowski’s “Motivational Framework” used as a teaching strategy in the classroom, the author of the article highlights its impact on students’ intrinsic motivation. A favorable learning environment that boosts motivation should contain following elements: students feel connected and respected, relate to their personal experience, voice, choice, cultural values, as well as understand and correlate their learning with their goals. In addition, an observation is made that a personal story of immigration enhanced senses of students’ equity and solidarity based on cultural diversity. The author of the article suggests that through personal narrative, the educator’s identity can be a powerful tool to motivate a diverse student population.

Sign in / Sign up

Export Citation Format

Share Document