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A Framework for Culturally Responsive Teaching - …

Gay, G. (2000) Culturally Responsive Teaching: Theory, research, and practice. New York: Teachers College Press.

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The CREATE model asks teachers to provide culturally responsive ..

Culturally Responsive Practices: Meeting the Needs of Diverse Children in Early Childhood Programs
This workshop will focus on the importance of culturally responsive practices in enhancing outcomes for diverse children. The role of implicit bias will be discussed as well and de-biasing strategies will be explored. This interactive workshop will include activities for implementing the 7 principles of culturally responsive practices, recognizing and identifying implicit bias, and using the values of the family and community to inform teaching and learning.
Presenter: Dr. Rosemarie Allen

Culturally-responsive curricula.

As I reflect on this particular reading now, I also recognize the points made by Howard on challenges that teachers can face in bringing critical
into the classroom. Howard states, “The nature of critical reflection can be an arduous task because it forces the individual to ask challenging questions that pertain to one’s construction of individuals from diverse racial, ethnic, and cultural backgrounds.” I can defiantly relate to these topic areas and how they can be intimidating and difficult for an individual to talk about in their classroom, and can see how many educators may shy away from these topics whether inadvertently or not. The article continued to grasp my attention as it stressed the importance of critical reflection and how it engages learners in a positive notion, yet clearly defined that one must be fully committed and trained adequately to bring this practice to fruition successfully in their teaching and learning environment.

[Geneva_Gay]_Culturally_responsive_teaching…

[Geneva_Gay]_Culturally_responsive_teaching ..

Howard (2003) highlights the need for critical teacher reflection in the article “Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection.” He sets the stage by explaining the demographic divide and how “US schools will continue to become learning spaces where an increasingly homogeneous teaching population (mostly White, female and middle class) will come into contact with an increasingly heterogeneous student population (primarily students of color, from low income backgrounds.)” (Howard, 2003, p. 195) The author explains the importance of supporting teachers in gaining the knowledge and skills for teaching today’s diverse student community.

Once we have a full appreciation of who our students are and have reflected on how our own personal beliefs can impact our teaching, then we can truly begin to effectively teach them. Howard (20030 stated that we must “construct pedagogical practices in ways that are culturally relevant, racially affirming, and socially meaningful.” How motivated would our students be if they felt like their beliefs/culture/life experiences, etc. matter, are important and are worth learning about? Just think about why you are in this program and what you hope to accomplish…

Culturally responsive teaching theory, research, ..

Culturally responsive instruction with an inclusive curriculum.

Children with autism can benefit from participation in inclusive classroom environments, and many experts assert that inclusion is a civil right and is responsible for nurturing appropriate social development. However, most children with autism require specialized supports to experience success in these educational contexts. This article provides a review of the empirical research that has addressed procedures for promoting successful inclusion of students with autism. Strategies reviewed include antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be useful. The article concludes with a discussion of future research needs.

Children with autism can benefit from participation in inclusive classroom environments, and many experts assert that inclusion is a civil right and is responsible for nurturing appropriate social development. However, most children with autism require specialized supports to experience success in these educational contexts. This article provides a review of the empirical research that has addressed procedures for promoting successful inclusion of students with autism. Strategies reviewed include antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be useful. The article concludes with a discussion of future research needs.

Culturally responsive teachers ..
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  • [Geneva_Gay]_Culturally_responsive_teaching_theor ..

    Culturally Responsive Instruction - ASCD Essay on Culturally Relevant Curricula in Schools | Bartleby

  • culturally-responsive curricula and instructional ..

    I drew upon culturally responsive practice ..

  • The cultural responsiveness of teacher candidates …

    Nā Hana Ma Ka Ahupuaʻa - A Culturally Responsive Curriculum Project.

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17/01/2018 · Research has shown that no one ..

Perhaps more interesting to me, in terms of drawing comparisons to my field, was the 2003 article by Howard, Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. In my current position, I lead our Student Orientation and Re-entry Team (SORT). The SORT team is responsible for organizing our students’ pre-departure orientation meetings before they depart for their programs abroad. As recently as this past year, I had a quintessential light-bulb moment when I realized that we were going about preparing students for their short-term programs the wrong way. We had been focusing on introducing students to their host culture when really, one cannot begin to understand another culture before one understands their own culture, and more specifically, their own identity. In a similar fashion to Howard’s argument that teacher’s need to engage in critical reflection to understand the particular biases that they bring into the classroom environment, so to do our students who are going abroad need to understand who they are as a person and an American and how that will influence their perceptions and understandings of a host culture.

we have developed a comprehensive model of culturally responsive ..

While I am not a teacher in the classroom context, I am an educator. As such, I can see how this information might also apply in my own work with students in higher education. While the aim of the article is primarily from the context of ethnicity, language and race, I wonder, to what extent, more subtle cultural contexts also play into the development of cultural identity. For example, how they were parented, the community where they grew up and the values that their community espoused.

Chapter 1. Culturally Responsive Instruction - ASCD

The idea of educators confronting biases in order to be culturally relevant practitioners is something that must be made a priority. As the EdD “focuses on preparing practitioners…who can use existing knowledge to solve educational problems” (Shulman, Golde, Bueschel, & Garabedian, 2006, p. 26), I cannot begin to use this degree to solve the problem of early literacy for low-income students without examining the context that many of my students are living and learning in. For example, are they given the proper support at home? If not, are the schools supporting the parents with strategies to increase their children’s literacy? Last, are educators providing the right methodologies and interventions that respect the cultural context of their students? It seems unlikely that educators are currently making unbiased decisions with their students or even trying to. For example, in the study conducted by Paufler and Amrein-Beardsley (2013), the majority of principals were against randomly assigning students to classes, meaning that teachers and principals make those decisions. This means that students will undoubtedly be grouped based on many subjective factors, which will surely be somewhat biased.

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