scholarly journals Facilitating Culturally Responsive Teaching Through Online Courses and Coaching

2022 ◽  
Vol 4 (3) ◽  
pp. 36-52
Author(s):  
Trish Lopez ◽  
Janet Penner-Williams ◽  
Rebecca Carpenter de Cortina
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
English Learners ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Control Group ◽  
Responsive Teaching ◽  
Education Programs ◽  
Teacher Professional

Teacher professional development and education programs are enhancing job-embedded experiences to address the disparity between theory and implementation. Simultaneously, higher education is now offering online courses to attract geographically distant educators, especially in high-needs fields such as teaching English Learners and Culturally and Linguistically Diverse students. There is a need to investigate what online teacher professional development and education programs can do to promote teachers’ application of what they learn. This pilot study utilized the Inventory of Situationally and Culturally Responsive Teaching (ISCRT) to investigate 23 in-service teachers’ culturally responsive teaching (CRT) practices before and after receiving online coursework and coaching. When compared to the control group, treatment teachers’ scores on four of the five ISCRT standards—Joint Productive Activity, Language and Literacy Development, Challenging Activities, and Instructional Conversations—as well as the composite were statistically significant. Findings suggest online CRT coursework with complementary instructional coaching supports teachers’ implementation of new knowledge and pedagogy.

Professional Development for Teachers of English Learners (ELs)

2019 ◽  
pp. 41-62
Author(s):  
Christina T. Kozlowski
Keyword(s):  
Professional Development ◽  
Second Language Acquisition ◽  
English Learners ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Role Theory ◽  
Pedagogical Practices ◽  
Responsive Teaching ◽  
Teacher Capacity ◽  
Teachers Of English Learners

This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.

Professional Development for Teachers of English Learners (ELs)

2021 ◽  
pp. 1019-1040
Author(s):  
Christina T. Kozlowski
Keyword(s):  
Professional Development ◽  
Second Language Acquisition ◽  
English Learners ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Role Theory ◽  
Pedagogical Practices ◽  
Responsive Teaching ◽  
Teacher Capacity ◽  
Teachers Of English Learners

This chapter focuses on the role of professional development in supporting teacher capacity for instructing English learners (ELs) while placing the reader at the intersection of three significant areas of research as they relate to ELs: culturally responsive teaching, effective PD, and constructivism. These lenses merge to highlight the important role theory coupled with pedagogical practices influence instruction. The research in this chapter provides key findings from the field as well as recommendations for how to utilize constructivism and culturally responsive pedagogy when planning effective PD. This chapter argues that in order for even well-designed reform models of PD to create sustained instructional change, there must be inclusion of deeper conceptual understanding of second language acquisition (SLA) and culturally responsive teaching.

scholarly journals A Systematic Review and Content Analysis of Classroom Teacher Professional Development in Nutrition Education Programs

2019 ◽  
Vol 10 (2) ◽  
pp. 351-359 ◽  
Author(s):  
Caroline G Dunn ◽  
Marissa Burgermaster ◽  
Alyson Adams ◽  
Pamela Koch ◽  
Peter A Adintori ◽  
...  
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Content Analysis ◽  
Nutrition Education ◽  
Teacher Professional Development ◽  
Classroom Teacher ◽  
Education Programs ◽  
Teacher Professional

From seeing to believing: using instructional video to develop culturally responsive teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Jordan P. Fullam
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Instructional Video ◽  
Responsive Teaching ◽  
Content Type ◽  
Excellent Teaching

Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.

An Online Course Design for Inservice Teacher Professional Development in a Digital Age

2018 ◽  
pp. 329-356
Author(s):  
Kyungmee Lee ◽  
Clare Brett
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Educators ◽  
Course Design ◽  
Online Courses ◽  
Inservice Teachers ◽  
Theoretical Frameworks ◽  
Design Based Research ◽  
Implementation Evaluation ◽  
Teacher Professional

This chapter introduces a practical model for teacher educators concerned with designing online courses for inservice teachers' technological knowledge learning and its implementation in their teaching. A double-layered CoP model has been developed and repeatedly applied in the teacher professional development (TPD) context using a design-based research (DBR) approach. DBR provides an iterative cycle of design, implementation, evaluation and improvement of the design. This chapter includes a detailed description of the design context of the model including design considerations and theoretical frameworks upon which the model is based. The chapter also demonstrates how the model works in practice referencing important issues in current teacher education practices and offering suggestions for how DBR can guide teacher educators' teaching and research practices. Four course participants' learning experiences are presented as case studies to illustrate more clearly the way the model seems to be facilitating teachers' learning processes.

#UrbanLivesMatter

2016 ◽  
pp. 462-485
Author(s):  
Nicole Webster ◽  
Heather Coffey ◽  
Anthony Ash
Keyword(s):  
Professional Development ◽  
Social Change ◽  
Multicultural Education ◽  
Critical Literacy ◽  
Social Action ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Urban Students ◽  
Political Movements ◽  
Responsive Teaching

In an era marked by major political and social change, teachers of urban students must be prepared to engage and appreciate an ever-changing demographic of learners who come from backgrounds different from their own. In this chapter, we discuss the need for professional development embedded in culturally responsive teaching, multicultural education, and critical literacy, all of which have the power to incite social action. We posit that social action has the potential to empower and engage urban learners in meaningful ways. We believe this work fills the gap that exists in the literature regarding urban education and social and political movements

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