Moving Toward Culturally Restorative Teaching Approaches

2019 ◽  
pp. 159-189
Author(s):  
Mike Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Educational Professionals

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices. The chapter concludes with suggestions of future practices for facilitating the further development of culturally restorative teaching practices among educational professionals.

Moving Toward Culturally Restorative Teaching Approaches

2021 ◽  
pp. 277-296
Author(s):  
Mike Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Educational Professionals

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices. The chapter concludes with suggestions of future practices for facilitating the further development of culturally restorative teaching practices among educational professionals.

Moving Toward Culturally Restorative Teaching Approaches

2021 ◽  
pp. 479-498
Author(s):  
Mike Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Educational Professionals

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices. The chapter concludes with suggestions of future practices for facilitating the further development of culturally restorative teaching practices among educational professionals.

Toward Culturally Restorative

2019 ◽  
pp. 148-167 ◽  
Author(s):  
Mike Re'vell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Affective Dimensions

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of a teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices.

Toward Culturally Restorative

2021 ◽  
pp. 964-983
Author(s):  
Mike Re'vell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Teaching Efficacy ◽  
Responsive Teaching ◽  
Framework Analysis ◽  
Achievement Orientation ◽  
Sense Of Efficacy ◽  
Affective Dimensions

This mixed-method study examines the interaction between teacher sense of efficacy (TSE) in the use of culturally responsive teaching practices (CRTP). Framework analysis confirms a significant relationship between the affective dimensions of a teacher's sense of efficacy in using the methods of culturally responsive teaching. The achievement orientation of teaching efficacy mediates the use of culturally sensitive teaching practices. Accumulated teaching efficacy in using non-indigenous cultural practices interrupts the fractal interconnectedness of culturally responsive teaching practices.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 218-239
Author(s):  
Michael D. Revell
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Cultural Responsiveness ◽  
Instructional Planning ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction ◽  
Academic Content

Just as the design, delivery, and development of culturally responsive teaching are constantly informed by di-unital, both/and, mindfulness, this, then, means that restorative practices are, also, capable of developing a similar intersubjectivity. Moving restorative practices beyond the dichotomous underuse of being designed, delivered, and developed apart from conveying academic instruction allows this body of work, presented here, to instead evoke cultural responsiveness to inter-subjectively filter restorative practices within instructional planning, instructional preparation and instructional delivery. Doing so conveys academic content “through” restorative practices while restorative practices simultaneously happen “with” learners of color.

scholarly journals Preparation and The Real World of Education: How Prospective Teachers Grapple with Using Culturally Responsive Teaching Practices in the Age of Standardized Testing

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Natasha Ramsay-Jordan
Keyword(s):  
No Child Left Behind ◽  
Standardized Testing ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
High Stakes Testing ◽  
The United States ◽  
Responsive Teaching ◽  
Elementary And Secondary Education ◽  
K 12

The most highlighted provision and consequence of the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA), the No Child Left Behind (NCLB) Act of 2001, is obsessive practices of assessing students across the United States (U.S.). Despite newly named policies, including Every Student Succeed Act (ESSA) of 2015, which governs current U.S. K-12 education standards, concerns over NCLB’s unprecedented fixation on high stakes testing remain acute for many school districts. This manuscript examines the struggles of four preservice secondary mathematics teachers (PMTs) who grappled with enacting culturally responsive teaching practices at schools that aimed to meet accountability standards.

Moving Toward Culturally Restorative Teaching Exchanges

2019 ◽  
Vol 10 (2) ◽  
pp. 53-69 ◽  
Author(s):  
Mike D Re'vell
Keyword(s):  
Best Practices ◽  
Students Of Color ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Instructional Time ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Sense Of Efficacy ◽  
Instructional Content

The assumed achievement gap between students of color and their counterparts continues to be a source of public concern. Educators have reacted to this difference in achievement by allocating more and more instructional time to covering instructional content through direct instruction, remediation and memorization of lower order skills without regarding the contextual factors that influence instructional delivery. For more than three decades Geneva Gay has advocated for teachers to match instruction. However, despite best practices culturally responsive teaching still continues to be under-used by teachers. This article explores the use of restorative practices as a mediator for improving teacher sense of efficacy or future facing self-evaluations of knowing what and how to use culturally responsive teaching practices.

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