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.

Sustaining Culturally Responsive Teaching Practices

2021 ◽  
pp. 499-520
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.

Culturally Restorative Instruction

2020 ◽  
pp. 229-258
Author(s):  
Mike D. Revell
Keyword(s):  
Academic Outcomes ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Rand Corporation ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction

Although the findings from a 2018 Rand Corporation study reported that restorative practices positively influenced classroom and school-wide socio-emotional attainments, it, however, had little impact upon advancing the academic outcomes of learners of color. The source of this regression emerges through the feedback reported from teachers interviewed. Their feedback revealed that a “lack of time” constrained the development of restorative practices in the classroom. This occurs as the time needed to develop the community through restorative practices was made to compete against the time needed to deliver core academic instruction. As such, the conditions that influence the student's learning are isolated from the conditions that influence the teacher's teaching. This dichotomy routes the routine of planning, preparing, organizing, and executing restorative practices as happing either “TO” or “FOR” rather than “WITH” the delivery of core academic instruction and “THROUGH” epistemological inclinations of culturally-responsive teaching practices.

Culturally Restorative Instruction

2021 ◽  
pp. 521-543
Author(s):  
Mike D. Revell
Keyword(s):  
Academic Outcomes ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Rand Corporation ◽  
Responsive Teaching ◽  
Restorative Practices ◽  
Academic Instruction

Although the findings from a 2018 Rand Corporation study reported that restorative practices positively influenced classroom and school-wide socio-emotional attainments, it, however, had little impact upon advancing the academic outcomes of learners of color. The source of this regression emerges through the feedback reported from teachers interviewed. Their feedback revealed that a “lack of time” constrained the development of restorative practices in the classroom. This occurs as the time needed to develop the community through restorative practices was made to compete against the time needed to deliver core academic instruction. As such, the conditions that influence the student's learning are isolated from the conditions that influence the teacher's teaching. This dichotomy routes the routine of planning, preparing, organizing, and executing restorative practices as happing either “TO” or “FOR” rather than “WITH” the delivery of core academic instruction and “THROUGH” epistemological inclinations of culturally-responsive teaching practices.

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.

scholarly journals Culturally Responsive Mathematics Teaching and Young Learners

2016 ◽  
Vol 1 (1) ◽  
pp. 30-35
Author(s):  
Katherine Baker
Keyword(s):  
Mathematics Teachers ◽  
Culturally Responsive Teaching ◽  
Mathematics Teaching ◽  
Culturally Responsive ◽  
Elementary Mathematics ◽  
Cultural Responsiveness ◽  
Responsive Teaching ◽  
Young Learners ◽  
Common Practices ◽  
Elementary Mathematics Instruction

This abbreviated literature review features studies regarding elementary mathematics instruction and the mathematics teachers that act in ways that lend to and further cultural responsiveness. Teachers presented in the review utilized a pedagogical style referred to as responsive teaching (Empson, 2014) and studies were re-read and analyzed with a lens of cultural responsiveness, specifically that of culturally responsive teaching (CRT). The analysis exposed common practices across this vein of mathematics teaching that uphold the tenets of cultural responsiveness. The value that this form of instruction holds for young learners is also presented.

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

2021 ◽  
pp. 727-746
Author(s):  
Mike D Re'vell
Keyword(s):  
Achievement Gap ◽  
Students Of Color ◽  
Lower Order ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Instructional Delivery ◽  
Instructional Time ◽  
Responsive Teaching ◽  
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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