scholarly journals Greek Primary School Teachers’ Reported Practices Concerning the Implementation of Culturally Responsive Teaching: The Culturally Responsive Practices Questionnaire (CRPQ)

2019 ◽  
Vol 6 (2) ◽  
pp. 270
Author(s):  
Effie Penderi ◽  
Evdokia Kokouvinou
Keyword(s):  
Primary School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
School Teachers ◽  
Cultural Backgrounds ◽  
Training Experience ◽  
Northern Greece ◽  
Primary School Teachers ◽  
Capital Development

<p><em>The purpose of this study was to examine Greek primary school teachers’ reported practices regarding culturally responsive teaching. A questionnaire with 29 items was constructed, based on a number of relevant international research tools. Participants were 187 primary school teachers, in Northern Greece. Exploratory factor analysis revealed three psychometrically robust factors, Utilization of students’ cultural capital, Development of culturally responsive learning environments and Collaboration with parents and differentiated teaching. Items with the highest mean score seemed to focus on the promotion of trust and respect among students, while those with the lowest score regarded mainly the use of students’ diverse cultural heritage in the classroom. Relevant training, experience with students from diverse cultural backgrounds and urbanity were the background variables that seemed to have some relation to certain aspects of culturally responsive teaching reported practices. </em></p>

scholarly journals CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS

2020 ◽  
Vol 78 (6A) ◽  
pp. 1065-1080
Author(s):  
Mei-ying Chen ◽  
Geneva Gay
Keyword(s):  
Primary School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Immigrant Parents ◽  
Responsive Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Immigrants ◽  
International Marriages ◽  
New Immigrant

International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed. Keywords: culturally responsive teaching, ethnographic research, international marriages, primary school teachers

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

scholarly journals Private Islamic Primary School Teachers’ Commitment in Human Capital Development in Malaysia

2014 ◽  
Author(s):  
Asmawati Suhid ◽  
Fathiyah Mohd. Fakhruddin ◽  
Samsilah Roslan ◽  
Lukman Abdul Mutalib ◽  
Mohd Aderi Che Noh
Keyword(s):  
Human Capital ◽  
Primary School ◽  
School Teachers ◽  
Human Capital Development ◽  
Primary School Teachers ◽  
Capital Development

Culturally Responsive Teaching to Empower Indigenous Student Communities

2020 ◽  
pp. 1-30
Author(s):  
Ingrid N. Pinto-López ◽  
Cynthia M. Montaudon-Tomas ◽  
Marisol Muñoz-Ortiz ◽  
Ivonne M. Montaudon -Tomas
Keyword(s):  
Culturally Responsive Teaching ◽  
Personal Development ◽  
Culturally Responsive ◽  
Private University ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Personal Experiences ◽  
Community Growth ◽  
The University

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.

Culturally Responsive Teaching to Empower Indigenous Student Communities

2021 ◽  
pp. 203-225
Author(s):  
Ingrid N. Pinto-López ◽  
Cynthia M. Montaudon-Tomas ◽  
Marisol Muñoz-Ortiz ◽  
Ivonne M. Montaudon -Tomas
Keyword(s):  
Culturally Responsive Teaching ◽  
Personal Development ◽  
Culturally Responsive ◽  
Private University ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Personal Experiences ◽  
Community Growth ◽  
The University

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.

Using Postmodernism to Effectively Teach in Diverse Settings

2021 ◽  
pp. 239-253
Author(s):  
Rollin D. Nordgren
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
Life Experiences ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

Using Postmodernism to Effectively Teach in Diverse Settings

2020 ◽  
pp. 125-143
Author(s):  
Rollin D. Nordgren
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
Life Experiences ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

scholarly journals Training of future tutors for of the main small nomadic school of the North

2021 ◽  
Vol 113 ◽  
pp. 00068
Author(s):  
A.N. Neustroeva ◽  
T.A. Shergina ◽  
A.A. Kozhurova
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Educational Process ◽  
Experimental Program ◽  
Successful Implementation ◽  
School Teachers ◽  
Training Experience ◽  
Primary School Teachers ◽  
The North ◽  
North Eastern

The article substantiates the relevance of future teachers’ vocational training majoring in Primary Education and Tutoring for work in an uneducated rural school, where there are great opportunities for individualizing the learning process, creating conditions for the harmonious personal development of younger students. The purpose of the research: the study is aimed at providing scientific substantiation of the relevance of the tutors’ activities and at describing the educational experimental program implemented at the Department of Primary Education of the North-Eastern Federal University concerning primary education and tutoring in the general ungraded and nomadic schools of the North. Research results: teacher training experience was obtained in introducing a new combined profile in the bachelor’s program “Primary Education and Tutoring in the General Ungraded and Nomadic Schools of the North”. The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors’ ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.

Culturally Responsive Teaching to Empower Indigenous Student Communities

2021 ◽  
pp. 317-339
Author(s):  
Ingrid N. Pinto-López ◽  
Cynthia M. Montaudon-Tomas ◽  
Marisol Muñoz-Ortiz ◽  
Ivonne M. Montaudon -Tomas
Keyword(s):  
Culturally Responsive Teaching ◽  
Personal Development ◽  
Culturally Responsive ◽  
Private University ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Personal Experiences ◽  
Community Growth ◽  
The University

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.

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