Exploring the Attitudes and Dispositions of Pre-service Teachers Toward Culturally Responsive Practices
Exploring the Attitudes and Dispositions of Pre-service Teachers Toward Culturally Responsive Practices

Author: Laura T. Miller

Publisher:

Published: 2020

Total Pages: 114

ISBN-13:

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This dissertation provides an examination of pre-service teachers' attitudes and dispositions toward Culturally Responsive Practices (CRP), as well as reflections on their pre-service teacher education programs. The importance of this study is framed within the context of educational inequities and achievement gaps for diverse learners in K-12 schools in the United States, with the perspective that pre-service teacher education can contribute to the mitigation of these problems as a preventative and foundational measure. A special purpose survey was distributed to pre-service teachers enrolled in their final year at a large Midwestern university. The survey consisted of the Dispositions for Culturally Responsive Pedagogy scale (DCRPS; Whitaker & Valtierra, 2018), as well as questions intended to provide reflections on the culturally responsive preparation attained, as crafted from literature supported strategies. Results indicated that participants generally held very positive dispositions toward CRP and their teacher education programs. Limitations included a small sample size, as well as potential response bias, and issues with validity. Reflections, discussions, and implications for future research and actions are discussed.

Culturally Responsive Teaching
Culturally Responsive Teaching

Author: Geneva Gay

Publisher: Teachers College Press

Published: 2010

Total Pages: 321

ISBN-13: 0807750786

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The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

Exploring the Stories and Experiences of Culturally Responsive Pedagogy in Teachers’ Pre-education Programs and Professional Development
Exploring the Stories and Experiences of Culturally Responsive Pedagogy in Teachers’ Pre-education Programs and Professional Development

Author: Julie Dawn Taylor

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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As the diversity in the United States increases year after year, it is critical for teachers to be provided with the skills and knowledge to teach diverse learners, whether through their pre-service educational program, higher degree courses, or professional development. To meet the needs of diverse students in the classroom, educators need to be equipped with culturally responsive pedagogy or “using the cultural knowledge, prior experience, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them” (Gay, 2000, p. 29). The theoretical and conceptual base of the need for culturally responsive pedagogy has been clearly articulated in literature. However, this previous research is focused on the urban education settings, as the growth of diverse students in this setting is growing yearly. However, the developmental process of how individual teachers, both pre-service and current educators, are attaining these much needed culturally responsive practices is an area of needed investigation. Further, there is an obligation for research to reflect the academic needs of diverse students in the suburban setting, as the number of underserved students also continues to grow yearly. This dissertation aims to contribute to the knowledge of culturally responsive development by examining teachers’ perspectives about development and practice of culturally responsive pedagogy, both in pre-service education and professional development.

Early Childhood Teacher Education on Cultural Competence
Early Childhood Teacher Education on Cultural Competence

Author: NAECTE Urban Education Teacher Research Network

Publisher: Routledge

Published: 2018-09-13

Total Pages: 233

ISBN-13: 1351675893

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Early Childhood Teacher Education on Cultural Competence discusses how early childhood preservice teachers can use teacher research to explore and gain cultural competence, enabling them to support students and families from diverse backgrounds. The book opens by describing the role of the university in preparing culturally competent teachers in urban settings and then explores historical perspectives of cultural competence. Chapters then move toward more practical perspectives of supporting families from racially diverse backgrounds, understanding diverse families, interprofessional education and collaboration, teacher resiliency, and social justice. Although the chapters focus on cultural competence in urban settings, they offer all early childhood teacher educators a challenge to address cultural competence in all settings.

Exploring Cultural Competence in Professional Development Schools
Exploring Cultural Competence in Professional Development Schools

Author: JoAnne Ferrara

Publisher: IAP

Published: 2020-06-01

Total Pages: 225

ISBN-13: 1648021360

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This book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners. We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.

Culturally Responsive Literacy Instruction
Culturally Responsive Literacy Instruction

Author: Robert Algozzine

Publisher: Corwin Press

Published: 2009

Total Pages: 209

ISBN-13: 1412957737

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"Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher."-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, AL"This text addresses the literacy needs of learners who have been 'left behind.'"-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices!

Culturally Relevant Pedagogy
Culturally Relevant Pedagogy

Author: Gloria Ladson-Billings

Publisher: Teachers College Press

Published: 2021

Total Pages: 193

ISBN-13: 0807779857

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For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy

The Extent to which Latina/o Preservice Teachers Demonstrate Culturally Responsive Teaching Practices During Science and Mathematics Instruction
The Extent to which Latina/o Preservice Teachers Demonstrate Culturally Responsive Teaching Practices During Science and Mathematics Instruction

Author: Cecilia M. Hernandez

Publisher:

Published: 2011

Total Pages:

ISBN-13:

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Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and construct knowledge; b) illustrate social justice and prejudice reduction; and c) develop students academically during science and mathematics instruction. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subtheme could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content, (2) fostering positive student-student interactions, and (3) creating a safe learning environment. Results also indicated that these student teachers demonstrated their ability to develop students academically by creating opportunities for learning in the classroom through their knowledge of students and by the use of research-based instructional strategies. However, based on the data collected as part of this study, the student teachers' abilities to illustrate or model social justice during science and math instruction were not demonstrated.