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Annotated Bibliography On Culturally Responsive Teaching Practices

1969 Words8 Pages

Annotated Bibliography Bottoms, S. I., Ciechanowski, K., Jones, K., de la Hoz, J., & Fonseca, A. L. (2017). Leveraging the community context of family math and science nights to develop culturally responsive teaching practices. Teaching and Teacher Education, 61, 1–15. https://doi.org/10.1016/j.tate.2016.09.006 The research study focused on leveraging the community context of family math and science nights to develop culturally responsive teaching practices. The researchers aimed to understand the potential benefits of incorporating community events into educational settings to enhance student learning experiences and promote inclusivity. The data collected was analyzed to identify patterns and themes related to culturally responsive teaching practices. The findings of the study showed that incorporating family math and science nights into …show more content…

These benefits include increased student engagement, motivation, and academic achievement. The review also identified several strategies that educators can employ to create culturally responsive learning environments, such as incorporating students' cultural backgrounds and experiences into the curriculum, using culturally relevant instructional materials, and fostering positive relationships between students and teachers. One of the key arguments presented in this review is that culturally relevant education has the potential to bridge the achievement gap for students who have historically been marginalized in the education system. By tailoring instruction to meet students' unique needs and cultural backgrounds, educators can create an inclusive and equitable learning environment. This approach not only enhances students' academic outcomes, but also promotes their overall well-being and self-esteem. Implications for education extend beyond the

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The first two chapters of this book deal with the mindset that we as teachers must have in incorporating the framework and pedagogy into our classrooms. In becoming a culturally responsive teacher you must look at validation, affirmation, building, and bridging. In validation, we have a responsibility to our students to legitimize their culture and language. In being a teacher, rapport I with your students is critical in your success for reaching your students.

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1576 Words | 7 Pages

By recognizing and celebrating diversity in the classroom, educators can foster a sense of belonging for students from diverse backgrounds. Additionally, Christine E. Sleeter and Carl A. Grant explores different approaches to promoting equality through multicultural education in their book "Making Choices For Multicultural Education." By examining race, class, gender, and other intersecting identities within the educational system, readers are encouraged to critically reflect on how these factors can impact students' experiences. Overall, educators need to create an inclusive learning environment that values diversity and empowers all individuals to thrive academically and personally. Through a deeper exploration of these themes in education, we can work towards creating a more equitable society where everyone has access to quality education regardless of their identity.

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519 Words | 3 Pages

III. Applied Essential Elements A closer look at the Essential Elements of Cultural Proficiency reviews specific concepts and ideas on how to ensure these elements are present in the classroom and school building. Included are brief descriptions of other equity frameworks and implementation tools to support the work, available for download at www.equity.dmschools.org. IV.

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567 Words | 3 Pages

Urban Education Pedagogy In 1994, Gloria Ladson-Billings created the term “culturally relevant teaching”, which refers to pedagogy that empowers students intellectually, socially and emotionally (Coffey, 2008). Ladson-Billings created this term based on research and observations of teachers who are successful with low performing students and students of color. Culturally relevant teaching involves using culture as a tool to provide students’ with knowledge and skills. In general, it is a theory that allows teachers to build connections between students’ home and school lives and activate their prior knowledge (Coffey, 2008).

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491 Words | 2 Pages

Culturally Responsive Instruction Teachers will gain access to a student culture, and incorporate it in the lessons they teach. This can increase the success of the ELL student(s). Offers an open-minded classroom.

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1290 Words | 6 Pages

To change future outcomes, educators must understand the culture of African American students and the daily difficulties from a first-hand perspective. To seek to understand priorities in African American culture and community and use this information to help guide teaching styles is the ultimate goal. Increasing knowledge on cultural values and expectations will allow my methods to be more sensitive and effective with African American students in the

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1875 Words | 8 Pages

Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes

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K. A. 2016 March 21. Culturally responsive disciplinary literacy instruction strategies. Crandall, B. R., Lewis, E., Stevens, E.Y., Robertson, J. M., O’Toole. J. E., Cullen, K. A., McQuitty. V. (Ed. Steps to success:

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101 Words | 1 Pages

Responsive-Instruction.aspx ">Culturally responsive instruction requires that teachers consider individual cultural aspects when imparting knowledge and designing content. Culturally responsive instruction uses concepts such as gender, ethnicity, religion and social class to create dynamic learning environments that improve motivation levels and knowledge acquisition. Student engagement and motivation levels are directly linked to cultural values and behaviors. Certain cultural beliefs demand persistence, while others invoke a sense of enjoyment for certain tasks. Every culture has their unique conception and interpretation of academic progress, failure and success.

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3061 Words | 13 Pages

2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin

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_____Be more specific about curriculum _____________ It’s time for us to create an education system that recognizes and celebrates the diversity of Native cultures and ensures that Native students feel valued, respected, and supported in their academic journey. Solutions 2 (1 12 pages) - Recruitment and Retention (and training) for Native Teachers. The first solution I am proposing today is the need for recruitment and retention of Native teachers. This is imperative for creating a culturally responsive and supportive learning environment for the students.

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ABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.

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193 Words | 1 Pages

The video emphasis the importance of involving everyone experiences not just a designated few. Teachers are faced with the challenge of making instruction “culturally responsive” for all students while not favoring one group over another. These are asked to demonstrate their understanding, when the teacher prompts them to use the materials provided

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498 Words | 2 Pages

A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.

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1024 Words | 5 Pages

IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

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