scholarly journals A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students

2010 ◽  
Vol 5 (3) ◽  
pp. 287-318
Author(s):  
Mary M. Atwater ◽  
Tonjua B. Freeman ◽  
Malcolm B. Butler ◽  
Jessie Draper-Morris
Keyword(s):  
Science Teacher ◽  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Responsive Teaching

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.

Culturally responsive practices for teacher candidates: a neighborhood treasure hunt

2019 ◽  
Vol 13 (1) ◽  
pp. 19-32
Author(s):  
Velma Johnson ◽  
Jan Carpenter ◽  
Centae Richards ◽  
Kathleen Brennan Vincent
Keyword(s):  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Field Experience ◽  
Responsive Teaching ◽  
Preparation Program ◽  
Effect Change ◽  
Content Type ◽  
Educator Preparation ◽  
Educator Preparation Program

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

scholarly journals CULTURALLY RESPONSIVE TEACHING OF IMMIGRANTS IN ADULT EDUCATION: A CASE STUDY IN SWEDEN

2020 ◽  
Vol 1 (12) ◽  
pp. 18
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska ◽  
Julija Melnikova ◽  
Virginija Jurgaityte ◽  
Ludmila Aleksejeva ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Empirical Study ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Theoretical Modelling ◽  
Cultural Norms ◽  
Responsive Teaching ◽  
Norms And Values

Adult education has been criticized for its lack of focus on sociocultural aspects of individual learners, largely ignoring the importance of cultural identity to the learning process. The article’s aim is to investigate culturally responsive teaching of immigrants in adult education, theoretically and empirically underpinning the implementation of a case study for the elaboration of implications on culturally responsive teaching of immigrants in adult education. Research methods include theoretical and empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was based on a case study. The sample was composed of 20 adult learners and three teachers of Swedish in May 2019 and February 2020. The case study was implemented at Folkuniversitetet, Kristianstad, Sweden. The theoretical findings allow defining religion and human comfort conditions such as thermal comfort as the dimensions of cultural norms and values to be addressed by culturally responsive teaching of immigrants. The findings of the empirical study allow drawing the conclusion on the necessity of a personalised approach to an adult learner in culturally responsive teaching of immigrants. The novelty of the present work is revealed in the implications on culturally responsive teaching of immigrants. Further research is proposed.

scholarly journals Culturally Responsive Active Citizenship Education for Newcomer Students: A Cross-State Case Study of Two Teachers in Arizona and New York

2016 ◽  
Vol 18 (1) ◽  
pp. 45 ◽  
Author(s):  
Pablo Cortes Ramirez ◽  
Ashley Taylor Jaffee
Keyword(s):  
New York ◽  
Culturally Responsive Teaching ◽  
Citizenship Education ◽  
Culturally Responsive ◽  
Local Community ◽  
Active Citizenship ◽  
Responsive Teaching ◽  
Newcomer Students ◽  
State Case

<p class="normal">This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students’ understanding of and engagement in active citizenship in their local community(ies).</p>

scholarly journals Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students

2021 ◽  
Vol 11 (11) ◽  
pp. 739
Author(s):  
Jennifer Meléndez-Luces ◽  
Pilar Couto-Cantero
Keyword(s):  
High School ◽  
Foreign Language ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Ethnically Diverse ◽  
Diverse Students ◽  
Responsive Teaching ◽  
North West ◽  
The North

Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study.

Considering Diversity in L2 Teacher Education

2019 ◽  
pp. 118-138
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.

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