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

Culturally Responsive Pedagogies

Education ◽  
2013 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
Academic Performance ◽  
Educational System ◽  
Culturally Responsive ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Cultural And Linguistic Diversity ◽  
Linguistically Diverse Students ◽  
The Impact

Historically, the academic performance of many culturally and linguistically diverse students has tended to lag behind that of their peers. This has been attributed by some as a failure of the educational system to meet these students’ academic, social, and emotional needs. Increasing diversity within the school-aged population demands that schools respond to the needs and abilities of these students. Central to these efforts is a commitment to the preparation, recruitment, and retention of a teaching force capable of acknowledging and respecting the unique learning abilities and needs of their students. Emerging in the1990s, the term “culturally responsive pedagogies” (CRP), often interchanged with the term “culturally relevant pedagogies,” has been used to describe the knowledge, skills, and dispositions characteristic of teachers who embrace the role of cultural and linguistic diversity within the teaching and learning environment. Teachers who engage in culturally responsive practices view their students’ cultural and linguistic diversity as strengths rather than deficits. Culturally responsive teachers build on their students’, and their families’/communities’ unique strengths as they work to develop effective educational practices for students from diverse backgrounds. Although hailed as a marker of effective teaching for culturally and linguistically diverse students, there is limited large-scale empirical evidence documenting the actual impact of CRP on students’ academic performance, leading some to question the utility of such practices. Given the highly contentious nature of the early-21st-century educational system it is imperative that increased research be conducted to document the impact of CRP on students’ academic experiences and subsequent outcomes.

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.

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.

Empathy Intervention to Reduce Implicit Bias in Pre-Service Teachers

2018 ◽  
Vol 122 (2) ◽  
pp. 670-688 ◽  
Author(s):  
Denise K. Whitford ◽  
Andrea M. Emerson
Keyword(s):  
Implicit Bias ◽  
Linguistically Diverse ◽  
White Female ◽  
Future Research ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Linguistically Diverse Students ◽  
The Impact

There have been long-term concerns regarding discriminatory discipline practices used with culturally and linguistically diverse students, with little research on the impact teacher-centered empathy interventions may have on this population. This randomized pretest–posttest control group design investigates the ability of a brief empathy-inducing intervention to improve the implicit bias of pre-service teachers, as measured by the Implicit Association Test. We found the empathy intervention statistically significant at decreasing the implicit bias of White female pre-service teachers toward Black individuals ( F = 7.55, η2 = 0.22, p = 0.01). Implications and future research are discussed, including extended intervention periods.

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.

Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions

2017 ◽  
Vol 69 (4) ◽  
pp. 367-385 ◽  
Author(s):  
Jessika H. Bottiani ◽  
Kristine E. Larson ◽  
Katrina J. Debnam ◽  
Christina M. Bischoff ◽  
Catherine P. Bradshaw
Keyword(s):  
Systematic Review ◽  
Culturally Responsive ◽  
Empirical Studies ◽  
Training Models ◽  
Culturally Responsive Practices ◽  
Intervention Impact ◽  
Standards Of Evidence ◽  
State Of The Science ◽  
The Impact

Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality of the empirical studies, and (c) characterize study measures, outcomes, and conclusions regarding intervention impact. We found a total of just 10 empirical studies of the impact of CRP inservice training models (two quantitative and eight qualitative). Study methods universally failed to meet standards of evidence for efficacy, effectiveness, and dissemination; none employed rigorous design features to allow causal inference. Findings suggest that the research base is inadequate to draw conclusions regarding effectiveness and that more rigorous CRP inservice intervention research is needed.

Literacy and Early Childhood

2019 ◽  
pp. 1011-1027
Author(s):  
Katia González ◽  
Rhoda Frumkin
Keyword(s):  
Early Childhood ◽  
Intercultural Communication ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
The United States ◽  
After School ◽  
Culturally Responsive Practices ◽  
After School Program ◽  
Group Sharing ◽  
The Impact

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.

Teaching Culturally and Linguistically Diverse Students in Higher Education

2020 ◽  
pp. 84-103
Author(s):  
Jamie Harrison
Keyword(s):  
Higher Education ◽  
Second Language Acquisition ◽  
Teaching Practice ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Pedagogical Practice ◽  
Linguistically Diverse Students ◽  
The University

This chapter discusses the concepts of cultural and linguistic diversity in relation to the higher education classroom. Essential components of culturally and linguistically responsive teaching are considered and a self-study of teaching practice explored. Applications of second language acquisition theory are applied to pedagogical practice to inform the reader about what effective instruction of culturally and linguistically diverse students in the university setting looks like. Conclusions and recommendations are made.

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