Using Culturally Responsive Teaching and Data-Driven Instruction in Mathematics to Create Equity and Equality

Culturally Responsive ◽

Linguistically Diverse ◽

Classroom Teachers ◽

Responsive Teaching ◽

Barriers To Learning ◽

Data Driven Instruction ◽

Critical Challenge

The diverse nature of school populations in current education requires teaching that not only considers the differences in their students, but how their own practices have an impact on a student's ability to learn content. Traditional Eurocentric models of education are not relevant to the lives of racially culturally ethnically linguistically diverse students, thus creating barriers to learning for students who do not fit neatly into categories of Black or White. For the academic environment to be accessible for all students, classroom instruction must become culturally aligned. This may be somewhat of a challenge given that classroom teachers are ill-prepared to meet the needs of RCELD students in math education. Teachers are faced with the critical challenge of creating learning environments that bridge the gap between culture and curriculum with appropriate strategies and resources, while all the while adhering to state and federal standards. This chapter explores using culturally responsive teaching to teach mathematics.

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

TPACK ◽

10.4018/978-1-5225-7918-2.ch010 ◽

2019 ◽

pp. 222-238

Author(s):

Renee White-Clark ◽

Shawn Robertson ◽

Ashley Lovett

Keyword(s):

Culturally Responsive ◽

Linguistically Diverse ◽

Educational Opportunities ◽

Responsive Teaching ◽

Pedagogical Expertise ◽

Diverse Student Populations ◽

Use Of Technology ◽

Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

Using Culturally Responsive Teaching with Culturally and Linguistically Diverse Students with Specific Learning Disabilities to Increase Performance in Algebra I

10.25148/etd.fidc001188 ◽

2016 ◽

Author(s):

Lorena R Munoz

Keyword(s):

Learning Disabilities ◽

Culturally Responsive ◽

Algebra I ◽

Linguistically Diverse ◽

Specific Learning Disabilities ◽

Culturally And Linguistically Diverse ◽

Responsive Teaching ◽

Specific Learning

Culturally Responsive Math

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.23 ◽

2019 ◽

pp. 115-117

Author(s):

Marjorie Curry

Keyword(s):

Information Processing ◽

Culturally Responsive ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Responsive Teaching ◽

Closing The Achievement Gap ◽

Learning Partnerships ◽

The Brain

Using the Ready for Rigor framework, Zaretta Hammond’s book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students gives educators a neuroscience-based approach to closing the achievement gap. The Ready for Rigor framework consists of four strands: awareness, learning partnerships, information processing, and community building. Acknowledging that all four strands are paramount to culturally responsive teaching but restricting focus to information processing, this session will give participants examples of and strategies for making their mathematics lessons more culturally responsive. More specifically, participants will learn to game-ify it, story-ify it, and make it social.

Intercultural Responsiveness in the Second Language Learning Classroom - Advances in Educational Technologies and Instructional Design ◽

Using Technology to Bridge the Intercultural Gap in the Classrooms of K-8 ENL Students

10.4018/978-1-5225-2069-6.ch013 ◽

2017 ◽

pp. 222-237 ◽

Cited By ~ 1

Author(s):

Renee White-Clark ◽

Shawn Robertson ◽

Ashley Lovett

Keyword(s):

Culturally Responsive ◽

Linguistically Diverse ◽

Educational Opportunities ◽

Responsive Teaching ◽

Pedagogical Expertise ◽

Diverse Student Populations ◽

Use Of Technology ◽

Diverse Student

The transformation of today's classrooms' demographics and the demand for instructional technology has created a challenge for many teachers. While teachers must comply with Common Core Standards and infuse technology throughout the curriculum, they must also differentiate instruction for their diverse student populations. Therefore, the success of all students requires teachers to bridge the intercultural gap in the classrooms of ENL students. This imperative task encompasses the orchestration of teachers' pedagogical expertise of culturally responsive teaching, literacy instruction, technological engagement, and parental partnership. This chapter will discuss the enhancement of the educational opportunities of linguistically diverse students, while emphasizing the importance of these elements. The authors will disseminate the theoretical framework for understanding the integral aspects of the teachers' dilemma, and provide practical instructional ideas and resources for educators to feasibly implement to improve their use of technology in their respective classrooms.

Addressing the mismatch through culturally responsive literacy instruction

Journal of Early Childhood Literacy ◽

10.1177/1468798418765304 ◽

2018 ◽

Vol 20 (2) ◽

pp. 356-384

Author(s):

Danielle Hilaski

Keyword(s):

Reading Recovery ◽

Culturally Responsive ◽

Linguistically Diverse ◽

Cultural Knowledge ◽

Linguistic Knowledge ◽

Responsive Teaching ◽

Cultural Shock ◽

Constant Comparative Analysis

The American demographic is drastically changing from a largely white, European-American population to one that is extremely diverse. This shift in demographics has impacted on state schools. Students often experience a cultural shock due to a mismatched monocultural, monlinguistic curriculum in schools. This qualitative study explored the way four Reading Recovery teachers attempted to make their Reading Recovery instruction culturally responsive for their culturally and linguistically diverse students. Through constant comparative analysis of data collected through pre- and post-interviews, bi-weekly professional development sessions and debriefings, reflective journals, and artefacts, it was found that the teachers' practices shifted in three main ways: observation, conversation and instruction. Participating teachers found ways to utilize students' social, cultural and linguistic knowledge to establish links between the familiar and new to make learning to read and write easier for their students. Thinking intentionally about the tenets of culturally responsive teaching as well as students' linguistic, social and cultural knowledge, participating teachers found ways to enact culturally responsive teaching in their Reading Recovery instruction.

Culturally Responsive Teaching with Adult Learners

Research Anthology on Adult Education and the Development of Lifelong Learners ◽

10.4018/978-1-7998-8598-6.ch074 ◽

2021 ◽

pp. 1459-1468

Author(s):

Christy M. Rhodes

Keyword(s):

Adult Learning ◽

Multicultural Education ◽

Learning Environments ◽

Culturally Responsive ◽

Cultural Identities ◽

Adult Educators ◽

Responsive Teaching ◽

Inclusive Learning ◽

K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Teaching with Adult Learners

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2018100103 ◽

2018 ◽

Vol 9 (4) ◽

pp. 33-41 ◽

Cited By ~ 1

Author(s):

Christy M. Rhodes

Keyword(s):

Adult Learners ◽

Adult Learning ◽

Multicultural Education ◽

Learning Environments ◽

Culturally Responsive ◽

Cultural Identities ◽

Responsive Teaching ◽

Inclusive Learning ◽

K 12

In recent decades, educational research has strongly supported the incorporation of culture and cultural identities into adult learning environments. However, much of the literature about culturally responsive teaching, a well-established framework in multicultural education research, has been conducted in the K-12 setting, leaving one to question how adult education researchers and practitioners utilize these approaches. This article describes research conducted from a culturally responsive framework in various adult learning environments. In general, many studies eschewed the complete culturally responsive framework, choosing selected aspects commonly identified with sociocultural theory. The most commonly used tenets were: the importance of learners' cultural identities, the need for adult educators to explore their own cultural identities, and the role that diverse curriculum and materials play in establishing an inclusive learning environment.

Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

Sustainability ◽

10.3390/su132413922 ◽

2021 ◽

Vol 13 (24) ◽

pp. 13922

Author(s):

Ming-Min Cheng ◽

Aurora V. Lacaste ◽

Cris Saranza ◽

Hsueh-Hua Chuang

Keyword(s):

Sustainable Development ◽

Preservice Teachers ◽

Cultural Values ◽

Learning Environments ◽

Culturally Responsive ◽

Teaching And Learning ◽

Responsive Teaching ◽

Visual Aids ◽

K 12

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

Examining the Teacher Induction Process in Contemporary Education Systems - Advances in Higher Education and Professional Development ◽

Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings

10.4018/978-1-5225-5228-4.ch011 ◽

2018 ◽

pp. 263-286

Author(s):

İshak Kozikoğlu

Keyword(s):

Beginning Teachers ◽

Induction Period ◽

Teacher Induction ◽

Learning Community ◽

Culturally Responsive ◽

Linguistically Diverse ◽

Special Period ◽

Responsive Teaching ◽

Linguistic Backgrounds

The first year in teaching is a special period, and beginning teachers face many challenges in induction period. Current demographic changes all around the world bring about an increasingly diverse student population with different cultural, ethnic, and linguistic backgrounds. The purpose of this chapter is to explicate teacher induction in culturally, ethically, or linguistically diverse settings. Accordingly, teacher induction is clarified within the framework of culturally responsive teaching. As the concern of education is to be responsive to students' diverse cultural or linguistic backgrounds in culturally responsive teaching, it is considered to be appropriate pedagogy for beginning teachers in diverse settings. Furthermore, beginning teachers' relationships in the learning community and larger society have great importance in induction period. Therefore, this chapter aims to clarify the scope of beginning teachers' relations with students, parents, and larger society in culturally diverse settings.